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An Introduction to the University's eInvoicing system, how it works and what actions/processes are completed by the department.
This on-line course will enable end users to understand the basics of accounts payable, including processing basic invoices and expense claims.
This on-line course will enable Shared Services staff members to understand the basics of accounts payable, including processing basic invoices and expense claims.
This on-line course enables users to learn how to Secondary Approve invoices within the Accounts Payable module.
Apprenticeships can help people of all ages and at all levels (including post graduate qualifications), to gain the skills and knowledge they need for a rewarding career.
We have asked some of our Apprentices about their experiences, why they chose to undertake an apprenticeship and the benefits they are seeing through their participation. Please follow the links below to see what they have to say.
Approaches to Learning: Bitesize
PPD bitesize resources are short and high impact; including videos, quick tips guides and interactive bitesize modules. Develop your skills and knowledge quickly, easily, when you need. They complement face to face events and more in-depth online modules.
The Accounts Receivable (AR) module of the University’s Finance System (CUFS) deals with managing customer information and managing income generated from sales and donations.
In this course we will be looking at some of the key aspects such as:
- creating external invoices
- creating internal invoices
- receipting income relating to invoices
- receipting other income
We will also provide you with some basic information relating to banking procedures and to the University’s Online Store (also known as eSales).
This training will provide delegates with a basic knowledge of asbestos awareness, the risks and the legal requirements under the Control of Asbestos Regulations 2012.
Asbestos awareness training is mandatory for all University personnel meeting the prerequisites of the Asbestos Regulations and ACoPs (Accepted Codes of Practice). Training is typically required for personnel who could inadvertently disturb asbestos during the course of their work/activities or instruct someone to do so, eg personnel who work on buildings.
Date | Availability | |
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Mon 24 Jun 2024 | 09:00 | [Places] |
This session is provided for students who have a Disability Resource Centre referral for specialised one-to-one support. Bespoke sessions cover support for users with:
- Mobility issues, such as an upper limb disorder, where ergonomic keyboards and mice or speech recognition software may be required
- Visual impairment requirements where magnification or text scanning to alternative format can assist users to view a computer screen or read and listen to text
- Specific learning difficulties, who may find speech recognition software or mind mapping software useful
A session typically fall into 2 categories:
- Looking at available hardware, software or IT techniques that can aid in the development of tailored strategies and solutions to help users independently access computing facilities
- Providing training for Assistive Technology software packages to help users progress with the software
At time of booking please specify the following details in the Special Requirements box
- Name of person that referred you
- A brief outline of type of assistance required e.g. software training, workstation evaluation or general support and advice
- If you require wheelchair access to the venue
Date | Availability | |
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Thu 9 May 2024 | 14:00 | [Full] |
Tue 14 May 2024 | 11:00 | [Places] |
Tue 14 May 2024 | 14:00 | [Places] |
Thu 16 May 2024 | 11:00 | [Places] |
Thu 16 May 2024 | 14:00 | [Places] |
Tue 11 Feb 2025 | 11:00 | CANCELLED |
The Two-Day writing retreat is designed to offer structured sessions of academic writing for PhD students who wish to come and work in a supportive environment, and discuss strategies for good working practices that accommodate neurodivergence. You do NOT need to have a confirmed diagnosis to attend this retreat.
We start the first day with an introduction that discusses the kinds of challenges that Autism and ADHD can present in doctoral research, as well as strengths. This is followed by discussion sessions on finding adaptive ways to work when handling executive dysfunction, or issues with your environment. The rest of the first day is dedicated to writing, with short sessions to test out new ways to approach your work. The second day will be a dedicated writing retreat, with time in a comfortable environment to crack on with some writing! A full schedule for the two days will be sent out at least a week in advance.
You will be writing alongside fellow graduate students. There will be a ‘quiet room’ and a ‘noisy room’ to accommodate various working styles/activities, and attendees are welcome to bring along any fidget objects etc. that would normally help them focus. We will also bring a selection of these to try out!
If you have attended before you are very welcome to come again – feel free to skip the introductory talk or just go get settled in the ‘quiet room’ to start your work.
Lastly, tea, coffee and biscuits will be provided, but you will need to arrange your own lunch.
The purpose of this course is to familiarise students with the basic concepts of Bayesian theory. It is designed to provide an introduction to the principles, methods, and applications of Bayesian statistics. Bayesian statistics offers a powerful framework for data analysis and inference, allowing for the incorporation of prior knowledge and uncertainty in a coherent and systematic manner.
Throughout this course, we will cover key concepts such as Bayes' theorem, prior and posterior distributions, likelihood functions, and the fundamental differences between Bayesian and frequentist approaches. You will learn to formulate and estimate statistical models, update beliefs using new data, and make informed decisions based on the posterior probabilities generated through Bayesian inference. By the end of this course, you will possess the necessary skills to perform Bayesian data analysis, interpret results, and apply Bayesian methods in various contexts.
Have you ever been concerned about a situation and wanted to help, but didn't? Hearing a racist/sexist/homophobic joke in the tea room? Seeing an inappropriate touch of a friend? Watching a colleague wince at being belittled or interrupted in a team meeting? You're not alone, this is more common for many of us than you might think.
This short session explores why this happens and what it means to be an active bystander. This includes simple changes and actions you can take to support others around you without confrontation and, over time, support a more inclusive environment for all of us to live and work in.
Access the recording of the being an active bystander webinar.
Better Decision Making: Bitesize
PPD bitesize resources are short and high impact; including videos, quick tips guides and interactive bitesize modules. Develop your skills and knowledge quickly, easily, when you need. They complement face to face events and more in-depth online modules.
This is a workshop for PhD students who have reached the point where they need to consider what to do next after their doctorate. Provision from the Careers Service, the Postdoc Academy and the School of the Humanities and Social Sciences will highlight both academic and non-academic career options with Q&A sessions for students to explore ideas. There will be tea and coffee provided at the start, and a lunch at the end for students to have the opportunity to share plans with each other and there will be a session with some alumni who will discuss their internship/fellowship experiences. The aims of this session are for PhD students to: · Have a better understanding of how they can use their doctorate · Be aware what are the different pathways open to them both in academia and outside
An annual event for Biological Safety Officers (BSOs).
This session introduces participants to the concept of research data, all the forms that it can take as well as negotiating the management of different data depending on their type.
Topics such as effective storage, handling sensitive data, and developing best practice approaches to avoid data loss during a project will be covered. The session will also explore how to create a data management plan (DMP) and the support available, as well as providing an overview of useful tools and services both within the University of Cambridge and beyond.
This session will introduce participants to different methods of communicating research before moving on to a discussion around best practice and techniques when preparing a presentation. Participants will be introduced to concepts around good design, accessibility, data presentation, and accessing Creative Commons licensed materials for their work.
The session will conclude with an exploration of good delivery techniques with additional advice on what to do if it all goes wrong.
Need to create a conference poster but are not sure where to start? This session will introduce participants to the fundamentals of designing an effective and engaging poster that is perfect for communicating research ideas. The session will look at good design practice, where to source free high quality graphics, as well as deciding what you should (and maybe shouldn't) include in your final poster.
This course is based on a typical literature review lifecycle. You start by planning your search. You then carry out your search. Once you've found some results, you evaluate what you have found to see if it is relevant to your needs. You manage your results by saving them to a suitable place so you can come back to them. If you are interested in tracking changes in your field, you enact approaches to keep up to date with new research. And as your research evolves, you refine your search to reflect new concepts and new terms. And so the cycle continues.
While you may not be as focused on the longer term tracking of new research in your field, being able to plan, search, evaluate and manage effectively are additional skills which we will cover in this course. The course will be structured around the first four stages described above, with optional additional information about the last two stages for those who are interested.
This course is supplemented by live workshop opportunities throughout the academic year.
This session discusses the benefits and challenges of maintaining an online presence as a researcher. Part of two sessions on this topic, this second session looks at using social media as a researcher. We will look at the practicalities and pros and cons of online engagement through tools such as Twitter/X, Mastodon, YouTube and LinkedIn.
Participants should expect to have the opportunity to critically evaluate the various options presented in this session with the overall aim of being better informed when deciding where to invest their time and efforts when building an academic presence online.