Domain D: Engagement, influence and impact

The knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural and economic context.

Communication and dissemination

This intensive course presents effective strategies for writing up research for publication.  Participants will follow a detailed 10-step method that enables them to start work on a well-structured and carefully targeted paper/article. The course aims to give participants the confidence to produce high quality documents that do justice to their work and stand a good chance of getting published.

Audience

This course should prove to be of particular interest to those who:

  • are about to write a paper for the first time
  • have written papers before, but want to have a more efficient approach
  • would like to increase their acceptance rate in their target journal
  • need to reduce the time they spend mentoring junior authors.

Content

This session will cover: a ten-step process that can help you write with greater speed and confidence, at the same time as increasing your chance of getting published in your target journal:

  1. Analyse the structure of papers, revealing aspects of editorial thinking.
  2. Create a blank ‘map’, scoping the scale of the writing task and presenting it as a Step-Tree flow chart, or list of bullet points.
  3. Determine the ‘message’ of the research, creating a clear focus of the document.
  4. Agree authorship is more about team discipline and diplomacy than rules.
  5. Research paragraph use in Introductions (and other areas), revealing the narrative structures found in academic papers.
  6. Select information by combining ‘message’ and ‘structure’, creating a tool that lets you pull what is needed at the same time as showing what information can legitimately be left out.
  7. Decide on the order of information in your first draft, listing it on a post-it.
  8. Write purposefully, using the post-it note list to guide the first draft.
  9. Revise for clarity, ensuring that the core message / claim is clearly understood by the key decision-makers.
  10. Build an abstract, recognising that this is all that many people will ever read.

Learning outcomes

By the end of the course, you will:

  • gain a greater understanding of the process of publication in academic journals
  • weigh up factors that influence your choice of journal
  • use that knowledge to develop a reader-led model of writing
  • create a journal-appropriate structure for each paper you write before you write it
  • consider rules about who can be a co-author
  • write a clear message that sums up your findings/ideas
  • know how to put the right information in the right place in the first draft
  • begin to generate a clear and well organised master draft
  • consider efficient ways of working with colleagues, peer reviewers and editors through the editing stage.

Course dates

DateTimeVenue
30 November 201809:30-16:3011th Floor, McKenzie House
18 March 201909:30-16:3011th Floor, McKenzie House

There are likely to be various opportunities for you to organise academic events during your PhD. These may be subject specific seminars within your School or regional conferences for subject organisations. Alternatively, you may want to get together with students from other Schools to organise a cross-disciplinary event under a particular theme.

Whatever the type of event, getting involved will help you to develop useful transferable skills (project and time management, committee experience, etc) that can be used in a wide variety of future career paths.

This workshop will explain the practicalities of event organisation including:

  • setting up a steering committee
  • applying for funding/budgeting
  • determining the type and focus of an event
  • identifying suitable venues (internal or external)
  • catering, publicity and tips for general administration.

Course dates

DateTimeVenue
29 November 201810:00-13:00Seminar Room B, 5th Floor, Friary House
25 January 201910:00-13:00Seminar Room B, 5th Floor, Friary House

Would you like to know the secret to high output, low stress scholarly writing?

In academia it is often assumed that writing comes naturally. However, an overwhelming body of research shows that there are very clear and practical strategies that can greatly increase your writing productivity.

This workshop will help you to understand:

  • why it’s hard to get started
  • how we deliberately use distractions to slow down writing
  • the principles of quick starting
  • how to deal with destructive internal beliefs
  • how to set a writing plan and stick to it
  • how to set achievable goals by writing in a silo
  • how to greatly increase the number of actual words you produce
  • how to clarify your thinking and improve the quality of your work.

Course dates

DateTimeVenue
15 January 201913:30-16:30Lecture Theatre, Julian Hodge Building

Introduction to finding and using citations and bibliometric data

Citations and related bibliometric data will be included in REF for a number of subject areas and are widely used to compare research performance. This is an introductory session covering: what is bibliometric data and what is it used for; how to find and evaluate it; and techniques and resources to track your own citations. We will also look at the role of ORCID and Scopus author profiles in managing your publications identity. Participants will be given a workbook with examples and databases to explore.

Audience

This course should prove to be of particular interest to researchers or professional services staff who:

  • want to understand how citation data are being used in research assessment
  • want to understand some of the applications and limitations of citation data
  • are finding citation data for their own publications
  • want to check and amend their Scopus ID and/or set up an ORCID ID
  • are looking for journal impact factors and other journal impact measures.

Content

Presentation – an overview of citation data, its uses and where to find it. Workbook: to provide hands-on practice using Scopus and Web of Science to retrieve citation data, with individual help where required.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • describe some of the uses and limitations of citation data for research assessment
  • find citation data for individual publications
  • find journal impact factors and other journal impact measures
  • find and amend (if necessary) their Scopus publications profile
  • register for an ORCID ID.

Course dates

DateTimeVenue
29 November 201814:00-15:30Training Room 1, Julian Hodge Building

Basics of SciVal, giving access to research publications metrics for 8,500 research institutions and 220 nations worldwide.

This introductory session to the SciVal database shows you how to track research publications performance, identify institutional strengths and compare Cardiff University to peers around the world. You can analyse citations by team, department or institution, compare outputs with other institutions and analyse collaboration data. SciVal draws citation data from Scopus to provide up to 15 different metrics for any grouping of authors or publications. The data can be filtered by more than 330 journal subject categories. You can also analyse publication sets you have created, for example from a search in Scopus.

For further details on SciVal, see https://www.elsevier.com/en-gb/solutions/scival

Audience

This course should prove to be of particular interest to academic or professional services staff who:

  • are analysing research performance metrics for groups of researchers, schools or the university
  • are benchmarking research performance metrics against other institutions
  • want to explore collaborations data for publications
  • want to track research publication metrics over time using standardised indicators.

Content

Presentation: an overview of the SciVal database and discussion of some of the metrics used. Workbook: to provide hands-on practice using SciVal with individual help where required.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • describe the features of the SciVal database
  • recognise and understand the uses for some of the key metrics used by SciVal
  • view and export data from SciVal for research analysis
  • view and export collaborations data.

Course dates

DateTimeVenue
6 December 201814:00-15:30Training Room 2, Julian Hodge Building

Following on from the SciVal introduction, this session shows you how to retrieve research publications metrics tailored to your research group.

Creating a Research Group in SciVal enables you to retrieve data, such as number of publications, citations per publication, highly cited publications and publications in the top ranked journals, for a specific list of authors. The session will cover: importing author IDs into SciVal; creating a research group; adding tags; retrieving data for your research group and editing your research group.

For further details on SciVal, see https://www.elsevier.com/en-gb/solutions/scival

Course dates

DateTimeVenue
13 December 201810:00-11:30Training Room 2, Julian Hodge Building

Engagement and impact

Do you want to find out more about demystifying your work and disseminating your research to a wider audience? If so this session could be for you. Developing skills can result in an improved research profile, greater personal visibility and enhanced career prospects. This half day workshop aims to assist researchers in communicating their work to non-specialist audiences.

Audience

This course should prove to be of particular interest to those who:

  • Want to promote their work in the media
  • Want to communicate with external stakeholders such as policymakers and politicians, potential research participants, users and beneficiaries of their research.

Content

Understanding what we mean by non-specialists, why it is important to communicate with them, potential barriers to communication, how to identify key audiences and appropriate communication channels, how to communicate your research in language that is accessible without dumbing it down, support the communications team can provide to help you raise promote your work.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • Identify how to structure a message for maximum impact
  • Use communication tools to contribute to public understanding and improve accountability
  • Understand the importance of identifying key and differing audiences to enhance the odds of transferring knowledge
  • Understand how the communications team can help you in promoting your work

Course dates

DateTimeVenue
17 January 201909:30-12:3011th Floor, McKenzie House
17 June 201909:30-12:3011th Floor, McKenzie House

If you look at the top ten skills wanted by employers, these bear a remarkable resemblance to the skills of a consultant - a little investigation shows that these are almost identical to the skills of an academic researcher.

This course will show you what those skills are. It will identify:

  • why ‘consultant thinking’ can be important to you in academia
  • a simple process for consulting, and show how this is a classic problem solving device, whether for research or non-research situations
  • how to use these skills to enhance any situation where you need to either produce work for someone, or influence someone to do something for you.

We will also look briefly at consulting as a career, both within and outside the academic environment.

Course dates

DateTimeVenue
6 February 201909:30-17:00Seminar Room A, 5th Floor, Friary House
15 May 201909:30-17:00Seminar Room A, 5th Floor, Friary House

The international nature of academic careers is such that your professional recognition and visibility need to reach far beyond the UK. This workshop is designed to help early stage researchers understand what an international reputation could mean for them, and recognise how to identify and connect with the broadest possible research community.

Audience

This course should prove to be of particular interest to those:

  • academic and research staff with limited international experience
  • academic and research staff who wish to further develop substantial collaborations with peers and colleagues outside the UK
  • academic and research staff who wish to further develop an international network.

Content

This highly pragmatic and interactive session will explore:

  • strategies for identifying potential collaborators from within and outside your current network
  • effective behaviours to establish successful relationships with the aim of making effective research partnerships
  • the potential risks and opportunities of international collaborations - thinking about cultural and system differences
  • the requirements for tailoring project management processes for international partnerships.

Learning outcomes

On completion of this course, it is expected that participants will be able to:

  • understand the principles of an academic reputation both within and outside the UK
  • understand the requirements for developing and International Network
  • explore how to initiate and maintain an international network
  • identify how to use an international network to establish significant international partnerships.

Course dates

DateTimeVenue
4 April 201909:30-12:3011th Floor, McKenzie House
4 April 201913:30-16:3011th Floor, McKenzie House
18 June 201909:30-12:3011th Floor, McKenzie House
18 June 201913:30-16:3011th Floor, McKenzie House

Engaging with the Media is designed to give you a practical introduction to dealing with journalists with the aim of promoting your work.

Audience

This course should prove to be of particular interest to those who:

  • have research – or other – activities that they wish to promote through the media.

Content

This workshop will look at how to prepare for broadcast interviews and how best to get your points across to a general audience. During the session you will also come to understand some of the journalistic processes involved, which in turn should also improve your performance.

There will be verbal feedback during the course of the session and key areas for further individual improvement will be highlighted. There will be an optional opportunity for each participant to take part in a mock broadcast interview based on their area of research.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • understand better how journalists operate and what they want
  • be able to undertake media interviews around their research areas
  • be able to anticipate the common questions that journalists ask.

Course dates

DateTimeVenue
18 December 201809:30-13:00Room 2.08, No. 2 Central Square
25 April 201909:30-13:00Room 2.08, No. 2 Central Square

Teaching and learning

This session will focus on the ways in which teachers can use methods of evaluation to develop and enhance their teaching practice. The use of student feedback and methods of peer review, observation and dialogue will be discussed. Participants will consider their own use of reflection in reviewing their teaching and compare the usefulness of different forms of teaching evaluation in enhancing their teaching skills.

Audience

This course should prove to be of particular interest to:

  • new teachers who are wishing to develop their teaching skills and practices
  • experienced colleagues who are keen to consider the impact of their teaching on learners and learning
  • those planning a piece of pedagogic research who wish to gather data on the impact of their interventions
  • those wishing to apply for teaching recognition or undertake teaching qualifications and wish to provide evidence of the quality and impact of their teaching.

Content

The many purposes of evaluation will be outlined and the underpinning theoretical models quickly presented before collating the many ways in which teaching and the resulting learning can be captured through evaluation methods. Both informal and formal measured will be considered and critiqued. Gathering student feedback and capturing the ‘student voice’ will also be included here. Then two methods of evaluation will be addressed in details. First the way we can capture and analyse our own experiences through reflective writing. The ways in which such pieces of writing can also be used to evidence practice will be considered. Secondly the productive use of Peer Review will be discussed and plans for future continuing professional development will be made. Finally the need to ‘close the feedback loop’ will be highlighted and ways to achieve this will be shared.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • identify the many purposes of Teaching Evaluation and clarify who can evaluate teaching and learning
  • assess a range of evaluation methods, techniques and tools
  • practise the ‘art’ of reflective writing and consider how one can evidence practice and personal development in this way
  • critique the process of Peer Review and consider how to maximise its potential in personal continuing professional development
  • discuss ways in which the Feedback Loop can be closed and the impacts of evaluations be shared and disseminated.

Course dates

DateTimeVenue
3 May 201913:30-16:3011th Floor, McKenzie House

The Higher Education Academy runs a scheme through which everyone who teaches and/or supports learning can apply for professional recognition against the ‘UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education’ (UKPSF). The three-day ‘Getting started in Teaching’ is an opportunity for you to think about your teaching/learning support practice in ways that will enable you to write an individual application to the HEA for Associate Fellow recognition if you have an active teaching role. The ‘Getting Started in Teaching’ workshop facilitators will highlight how their sessions might help you think about the UKPSF in practically relevant ways.

Audience

This course is also suitable for staff with a limited amount of teaching experience who wish to prepare for further teaching opportunities.

Content

The course is made up of the three constituent parts:

  • improving the quality of student learning
  • lecturing skills
  • small group teaching.

Course dates

DateTimeVenue
26 November 2018
27 November 2018
28 November 2018
09:30-16:3011th Floor, McKenzie House
17 June 2019
18 June 2019
19 June 2019
09:30-16:3011th Floor, McKenzie House

This one-day workshop will introduce you to the principles and practice of effective lecturing and how to engage students in lecturing scenarios.

Audience

This course is aimed at staff who:

  • have not lectured before but is faced with running lectures in the near future
  • want to improve their lecturing practice.

Content

This course will look at:

  • what engages students
  • how to plan a lecture
  • dealing with problems during the lecture
  • what active learning is and how to achieve it in a lecture situation
  • how to get students involved and answering your questions
  • how to handle difficult questions
  • how to relax and enjoy it.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • plan a lecture that promotes learning
  • diagnose problems with lectures
  • engage students in active learning during a lecture
  • ask brilliant questions that engage students
  • develop the students ability to critically think.

UKPSF Dimensions that are typically explored in this course:

  • A1 - design and plan learning activities and/or programmes of study
  • A2 - teach and/or support learning
  • A3 - give feedback to learners and formative assessment
  • A4 - develop effective learning environments and approaches to student support and guidance
  • K1 - subject material
  • K2 - appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme
  • K3 - how students learn, both generally and within their subject/disciplinary area(s)
  • K4 - the use and value of appropriate learning technologies
  • V1 - respect individual learners and diverse learning communities
  • V2 - promote participation in higher education and equality of opportunity for learners
  • V4 - acknowledge the wider context in which higher education operates recognising the implications for professional practice.

Course dates

DateTimeVenue
26 November 201809:30-16:3011th Floor, McKenzie House
31 January 201909:30-16:3011th Floor, McKenzie House
12 March 201909:30-16:3011th Floor, McKenzie House
29 May 201909:30-16:3011th Floor, McKenzie House
17 June 201909:30-16:3011th Floor, McKenzie House

This session gives supervisors practical strategies to deal with common problems such as:

  • supervisor/student relations
  • dealing with writer's block
  • getting your student to seek help when they are stuck
  • the student who never has enough time
  • keeping on going when the going gets tough.

Course dates

DateTimeVenue
14 January 201909:30-12:00Room to be confirmed, Friary House

This one-day workshop will introduce you to the principles and practice of effective small group teaching and how to engage students in small group scenarios.

Audience

This course is aimed at staff who:

  • have not taught in a small group before but are faced with running lectures in the near future
  • want to improve their small group teaching practice.

Content

During the day, we look at:

  • what engages students
  • what’s the point of a small group session
  • how to plan a small group session
  • dealing with problems during the session
  • assessing learning during the session
  • what active learning is and how to achieve it in a small group situation
  • how to get students involved and answering your questions
  • how to handle difficult questions
  • how to relax and enjoy it.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • plan a small group session that promotes learning
  • diagnose problems with small group sessions
  • engage students in active learning during a small group session
  • ask brilliant questions that engage students
  • develop the student's ability to think critically.

UKPSF Dimensions that are typically explored in this course:

  • A1 - design and plan learning activities and/or programmes of study
  • A2 - teach and/or support learning
  • A3 - give feedback to learners and formative assessment
  • A4 - develop effective learning environments and approaches to student support and guidance
  • K1 - subject material
  • K2 - appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme
  • K3 - how students learn, both generally and within their subject/disciplinary area(s)
  • K4 - the use and value of appropriate learning technologies
  • V1 - respect individual learners and diverse learning communities
  • V2 - promote participation in higher education and equality of opportunity for learners
  • V4 - acknowledge the wider context in which higher education operates recognising the implications for professional practice.

Course dates

DateTimeVenue
11 March 201909:30-16:3011th Floor, McKenzie House

This is the second stage of a blended learning programme which will include taught sessions, online learning and peer-supported reflection on practice, which will help you to:

  • develop awareness of the context and importance of supervision to the student, the University and the wider research environment
  • learn about approaches, skills and common issues in supervision
  • develop insight regarding strengths and areas for further development through guided reflection about your practice.

Audience

This programme should be of particular interest to:

  • early career researchers who are beginning to supervise PhD students
  • academic staff who are starting or developing their role as supervisors
  • academic staff who are responsible for PhD students in doctoral cohorts/centres.

Content

There are three stages.  The first (Foundation) stage is the one - hour mandatory Information Session for Research Degree Supervisors.  We may ask you to confirm if you have completed this, or when you intend to do so, when you register.

The second stage is entitled Supervision Skills and Practices.  It involves a group session of 3.5 hours plus 1 hour (max) engagement with a choice of e-learning materials.

On completion of this interactive session, learners will be able to:

  • recognise the pivotal role of Doctoral supervision in building research capacity for individuals and for the wider research environment
  • identify the key stages of supervision and how to facilitate progress through the timeline to completion
  • understand how different students may approach their research and recognise how to adapt their approaches to work with different styles and methodologies
  • develop their appreciation of their own strengths and areas for further development as supervisors
  • recognise the range of support resources available to postgraduate research students.

The third stage, Practice development includes a minimum of 2 hours structured, peer-supported reflection over six months following the group session, plus options for self-directed online learning. You will be asked to submit a short reflective summary on this stage within six months; this will mark completion of the Programme provided all elements are completed.

Learning Outcomes

On completion of this course, it is expected that learners will be able to:

  • recognise the pivotal role of Doctoral supervision in building capacity and for the wider research environment
  • identify the key stages of supervision and how to facilitate progress through the timeline to completion
  • understand how different students may approach their research and recognise how to adapt their approaches to work with different styles and methodologies
  • develop their appreciation of their own strengths and areas for further development as supervisors
  • recognise the range of support resources available to postgraduate research students.

Course dates

DateTimeVenue
2 October 201809:30-13:00Room -1.72, Glamorgan Building
9 May 201913:00-16:30Room -1.78, Glamorgan Building

This workshop is particularly suitable for staff who are new to supervision or want to formalise their previous experience of supervising research students. It reviews the skills of supervision in a structured way including organising research team meetings, handling the student/supervisor relationship effectively and methods of helping students towards completion.

Audience

This course should prove to be of particular interest to:

  • Early Career Researchers wanting to formalise their previous experience
  • people with responsibility for day to day supervision of research students
  • new supervisors wanting more formal structures for supervision
  • supervisors wanting to refresh their skills, explore best practice in supervision or update their previous training.

Content

This workshop will explore the planning for and mechanics of motivating and directing a research student who is studying for a PhD or Masters degree. Participants in this workshop will explore the responsibilities of both the students and their supervisor(s), the value of planning a project with measurable outcomes and the importance of monitoring the progress of their students during supervision. There will be the opportunity to discuss and to reflect on previous experiences of supervision.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • be clear on their responsibilities as a supervisor
  • know the responsibilities of a student
  • understand how to use and structure supervisory meetings
  • have clear plans for monitoring student progress
  • have a plan for preparing their student for thesis submission and the viva exam.

Course dates

DateTimeVenue
2 November 201809:30-16:3011th Floor, McKenzie House
27 February 201909:30-16:3011th Floor, McKenzie House
30 April 201909:30-16:3011th Floor, McKenzie House
27 June 201909:30-16:3011th Floor, McKenzie House

If you are currently teaching, or thinking of gaining experience of teaching, you may be able to attain professional recognition for your work by applying for Associate Fellow status of the Higher Education Academy. This session will explain the benefits of attaining HEA accreditation, help you to understand the criteria for applying – and whether your teaching fits these criteria – and introduce you to the application process. There will also be an opportunity to ask questions and clarify any issues with the course leader.

Course dates

DateTimeVenue
19 November 201809:30-12:30Room 0.13, Cochrane Building
15 January 201913:30-16:3011th Floor, McKenzie House

This session builds on the first workshop ‘Teaching for Researchers: A brief guide to applying for Associate Fellowship of the Higher Education Academy’. Here we offer you an afternoon of quiet space, with facilitator in attendance, to draft and receive direct feedback on your HEA Associate Fellowship applications. The session will begin with a brief reminder of the application process and required documentation, followed by up to three hours to work on your applications. This is an informal session in which you may come and go as you please; there is no obligation to stay for the full duration.

Course dates

DateTimeVenue
1 April 201913:30-17:00Room 0.17, Cochrane Building
7 May 201913:30-17:0011th Floor, McKenzie House

This half-day workshop will consider issues of course design. Participants will be coached in writing clear aims and learning outcomes, selecting appropriate teaching and learning methods and effectively aligning assessment methods and criteria. The workshop will be practical and discursive in order to enable participants to tailor the given advice to their own teaching context.

Audience

This course should prove to be of particular interest to:

  • those new to teaching who wish to know more about the fundamentals of modern module design
  • those who are wishing to design a new module
  • those wishing to review an existing module.

Content

The workshop begins with an analysis of the purposes of learning outcomes and the model of constructive alignment. Attendees will then be guided in the core principles of writing clear Learning Outcome statement before critiquing and writing their own Learning Outcomes. In small groups participants will then be invited to undertake a piece of design work – planning a teaching session to meet a given Learning Outcome. The Final task will address the selection of assessment methods that align with given Learning Outcomes.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • consider the purposes of Learning Outcomes and the role they play in Module Design
  • clarify the important features of a well-constructed and written Learning Outcome statement
  • practise reviewing and writing Learning Outcomes
  • align Learning Outcomes with teaching and learning approaches and assessment methods

Course dates

DateTimeVenue
3 May 201910:00-13:0011th Floor, McKenzie House

Working with others

The ability to thrive in a collaborative environment is increasingly becoming one of the most necessary skills for being truly effective in the research environment, both at the interdisciplinary university level and with external organisations.

This workshop will:

  • explore the skills that are required for effective collaboration
  • identify the barriers, and the opportunities
  • understand the pitfalls – and how to overcome them
  • examine how you can use collaboration to increase the opportunities open to you as a research professional.

Course dates

DateTimeVenue
5 December 201809:30-17:00Seminar Room A, 5th Floor, Friary House
6 March 201909:30-17:00Seminar Room A, 5th Floor, Friary House

Successful leaders focus on getting the best out of themselves and setting stretching goals as a step towards getting the best from others. The research environment demands leaders with personal and academic independence and the resilience and strategic vision to both cope with and drive change.

Audience

This course should prove to be of particular interest to those who:

  • current members of Academic Staff on Research only contracts
  • those interested in knowing more about the basics of leadership and reviewing and developing their own leadership practice.

Content

This two-day course will provide researchers with  an opportunity to explore what it means to be a research leader at Cardiff University, their own leadership style and approach, as well as key leadership skills and practices. The workshop will include interactive exercises, advice on and signposting to resources, and focused discussions with successful and experienced leaders from the Cardiff University research community.

Learning outcomes

On completion of this course, it is expected that learners will be able to:

  • define their personal understanding of leadership in both University and wider contexts
  • develop strategies for leading others in a range of situations
  • be more confident when leading
  • recognise a range of support resources.

Course dates

You must attend both days to complete the programme.

DateTime Venue
Day 1 - 25 February 2019
Day 2 - 26 February 2019
09:30-16:30 11th Floor, McKenzie House
Day 1 - 24 June 2019
Day 2 - 25 June 2019
09:30-16:30 11th Floor, McKenzie House