The Skills Pod

Dissertation Suite: Reading and Research

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Join the University of Chester's Academic Skills Team for The Skills Pod. In this episode of our Dissertation Suite, Head of Academic Skills, Alice, and Academic Skills Advisers, Emma and Liz, are joined by Assistant Liaison Librarian, Sterling, to discuss reading and research. They chat about literature searching strategies, the importance of keeping good records and notes, and share their top tips for effective reading and research for dissertations. 

You might also find it useful to listen to our episodes on: Evaluating a Journal Article and Reading Strategies: Dolphin, Shark, and Whale.

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Emma:

Welcome to another episode of the Skills Pod. I'm Emma and I am one of the Academic Skills Advisors here at the University of Chester. And today we are going to talk about reading strategies for dissertations as part of our dissertation suite of episodes.

Alice:

So today I'm joined by I'm Alice, and I'm the head of the academic skills team insofar as anyone can really control them in a meaningful way.

Liz:

I'm one of the people she tries to control.

Sterling :

Yeah, I'm Sterling Johnson, the uh academic liaison librarian at Warrington.

Emma:

Reading and research for dissertation. Where shall we start? At the very beginning.

Liz:

It's a very good place to start. No, it really does start at the beginning. It's thinking about what it is you're looking for before you start looking for it. Trying to work out what your keywords are, trying to work out what your question is. Trying to work out where to start.

Emma:

I was gonna say often um your reading pure dissertation starts long before you actually start reading your dissertation because you're doing your research for your um research proposal. So you're having to kind of start quite broadly to in in maybe an area that interests you to try and find the gaps that your study or your question might seek to kind of fill.

Alice:

I was going to say that in my experience, reading for dissertations starts with that kind of initial feeling of of overwhelm, of just being kind of helpless in front of the number of resources that potentially you could be making use of for your project. So don't start there, or if you do start there, then the next step is just to decide that you're going to obviously follow all of the advice of the academic skills and the and the library team, but just really focus on making a plan for manageable and productive reading because that's what's going to underpin a really good mark in your dissertation.

Emma:

Yeah, and I guess that's the crucial thing, isn't it? The reading, the research really does underpin everything else that that happens. Um, it's such an important part. So make sure that you are factoring in that time. I like that. Manageable and productive reading. I like I like that.

Liz:

It's a good productive, particularly, because a lot of people feel as though they have to keep going when they're not taking the information in and that isn't productive. It's counterproductive, and then you end up frustrated. So yeah, productive. And my own sorry, Sterling.

Sterling :

That's okay. Yeah, you have to get over that sheer horror and terror of uh realizing that what you're expected to produce at the end of the year. Um, that you've, you know, you've you've you've done the course before the year beforehand, you know, you've done the research, you've sort of put the proposal in, and you know, now it's that final stretch where it's like, okay, it's time to put pen to paper. How do I actually begin? I've got a book, I've got notes, I've got some vaguely remembered uh session from the library that happened six months ago. You know, how do I actually turn that into a grade that you know I can be proud of? Um getting past that initial sort of like stage is actually can be really difficult for some people. Um, you know, they need it's it's good to have like some sort of plan, some sort of framework to sort of think, yeah, this is step one, this is step two. You know, how do I actually begin? Because otherwise it's quite easy to fall into sort of panic and end up not doing anything.

Liz:

Absolutely.

Sterling :

I'm saying this from experience.

Liz:

Me too.

Alice:

So shall we start at the very beginning and think about those kind of, I suppose those initial sort of scoping exercises to have a look over your your your field for you're the man in the library.

Sterling :

I think once you've once you've actually figured out something that you're interested in, and there's there's establishing your initial interest because obviously doing something that you're that you have an interest in helps your research along because it helps with motivation and things like that. Um and then you have to sort of take a realistic look about what of information is actually out there. And I've seen I've seen many students uh be interested in something that's so new, so brand new, that there isn't actually an agreed term for what they're actually looking for yet. So they're actually having to search for sort of legacy definitions and things and having to do a lot of interpretation on the fly. Um I mean there's some things that are, you know, you're you're told to sort of always look for gaps in research, and that's not always an easy thing to do or understand. Um so you know, sometimes you can fall into the the trap of you know finding a niche in research. It's so esoteric that it's actually hard to find difficult, it's difficult to find information on it. So with those initial scoping searches, you're just sort of choosing basic sort of keywords and basic sort of terms and just literally seeing what's actually out there. And then from that you sort of begin to gain confidence about where the information lies. And it's it's very rare that your research question actually stays the same when you begin from when you actually begin your dissertation research is to when you sort of you're maybe in the middle of it or when you start actually finding results. Um, because obviously the the weft and weave of the sort of texture of information itself can define you know what your terms and what you're actually going to use. So, you know, you might find that you might find something entirely different that's more interesting. You might find that the terms that you're talking about no longer exist because technology has moved on. Um and you know, we've uh had quite a lot of experience with especially with nursing, um, anything involving the medical fields, uh technology does move on quite rapidly. So, you know, tests that didn't exist at the time that you that uh 10 years ago that do exist now, so you always have to take that into account. So I think that getting a good idea of what's out there first and make sure you're making sure that you have enough time to appreciate uh you know what you're actually finding and time to sort of read it and take it in, interpret it. Um, you know, fitting all this in in the beginning when you have sort of an entire sort of term to finish it and look at it is great. But you know, trying to cram this all in in the last sort of three months uh can cause a serious amount of stress. So yeah, working out some good scheduling is important. Um and you know, not being afraid to sort of like change tack if necessary, you know, on the advice of your advisors of the library, or if you know you've you've found something, there's just nothing there, there's nothing you can find. You know, you don't want to waste time going down uh a route that's not gonna be very fruitful or you're not gonna find anything. So, you know, don't be afraid to actually like change things up a bit if that makes your research a little bit easier.

Alice:

I think that's such a good point. Yeah, that that the you know your initial focus and your initial question, you just need to stay open to that that changing and shifting. Although I think we would all agree that um if that is the case, then you know check in with your supervisor, check in with your module leader to make sure that your new direction um is acceptable to to them before you before you embark on it. Yeah, definitely.

Liz:

And make sure that you're sort of filtering the information as you go because there are so many different avenues, there's so much information, hundreds of thousands of journal articles published every year. You can't possibly read all of them, keep on top of all of them, know what's going on. So you have to develop ways to filter the information so that as Sterling says, you're trying to focus on where the argument is now and how it got there, so that what you're discussing has got a place with the current um academic conversation. You're not looking at something that was discussed 10, 15, 20 years ago, and the academic conversations moved on now to something else, and you're perhaps missing it because you're using older keywords, or you've not really necessarily necessarily noticed that the conversations move, terminology's changed, people are framing it in a different way.

Sterling :

To look at the um like work journals, work magazines around that particular field that you're studying. Um, you know, if it's something like social work, there's lots of publications, monthly publications that come out uh that talk specifically about best practice that are published on a monthly basis that contain topical information. So there's always a really good way to stay on top of uh what's going on in any particular field.

Emma:

And in terms of kind of getting an overview of a subject, if you're, you know, you just want to kind of like a I don't know, bird's eye view, books are quite a good place to start, aren't they? Obviously, the information can be quite dated in books. Um but if you wanted just some some avenues or some kind of key themes, you could use that as a kind of starting point and then jump into those kind of journal articles, which are much more kind of cutting edge and up to date.

Sterling :

Yeah, certainly. There are, you know, they we have a specific book specifically designed for your first-time introduction to a subject. And you know, some of them might seem, even if they are not necessarily the most current ones, you know, the if intro a slow and nice study introduction to the general principles of a topic um would just allow you to feel more much more comfortable and in command with the vocabulary around it. And you know, you can start to find better keywords that way and start to maybe tease out a little bit more of what the argument is. So, yeah, definitely books uh and things like that are definitely good for an overview of a subject.

Emma:

In terms of um kind of refining search results, so I say I've got some keywords, I've thrown them into library search, and as often happens, unless it's a very niche topic, you get thousands and thousands of things brought back. Um now, how what kind of things could I use on library search to help me refine those results?

Sterling :

So, like most search engines that are designed now, library search includes what we call the discriminators. And what these generally are is ability ways to sort of take the information and filter it um through different means. So, for instance, publication date. Um, if you're gonna look for the most current information on a particular topic, be they books, ebooks, journal articles, or whatever, you might be looking for things that are within five years of the current date. Or, you know, if it's absolute cutting edge, you might be looking for 12 months from the current date. So there are preset options within our search engine to allow for one year from the current date, three years and five years, uh, as well as being able to put uh the individual date in that can go all the way back to the 1920s, uh, we have resources for. So if you if you need historical overview, you know, those are available. Uh, but generally speaking, a date is usually a good place to start. Um second thing, and um, sorry, just a little bit more on date. It's good to have an idea of you know what sort of types of people or maybe what sort of type of subjects you're gonna be talking about, because obviously if you're looking for something that may have happened in the past, that's gonna affect the publication date of things that you might be looking for. Or if it's just sort of uh topical information or you know, the most current sort of things, you can be safe with using the most current, like within five years, three years, and one year of the current date. Um second thing that's really uh a good idea is you can look at things like, and this is gonna be a tricky one, and I and uh but with the way that our search is sort of set up now, it's actually becoming a more a lot more useful, is looking at the subject of the particular article or books that you're looking at. And this is not something that's generally seen as very popular to do, but it can have a drastic effect early on on your research uh resources that you actually find, but without necessarily restricting the resources that you get too much, like say choosing just articles or just books or something like that. So, you know, if for some reason that you're, you know, if you're looking things for social work, you can use subject just social work or just social science um to focus in on things that are going to be written specifically for those particular practitioners or about that particular subject. So that's a really good way of doing it.

Alice:

I think that's that's such a good tip. I've been working with a student who was researching a dissertation in nursing. Um so she'd always included nursing as the subject area and was finding so little to begin work on, and then um putting in pharmacology just because of the particular thing that she was researching, using pharmacology rather than nursing, suddenly all of these sources came up and a lot of them, you know, referred to nurses' role within within the processes that she was discussing. But just those those those little tweaks can can make a huge difference, can't they? And in what's what's yielding?

Sterling :

Um there's some basic sort of mechanical things uh uh that we can sort of use with uh library search, like um you can limit things to just our resources that we actually have in the physical library itself if you're at a particular location. Um if you're in a particular building, like you're in the Seaborne library and you just want to search what's actually there and you're looking for actually books in particular, um, you can just limit it to resources physically within the university. Um you can search outside partners. Um we can we have access to things like conference notes. So when you start getting into it, it can you find more and more and more and more, and you realize, wow, this is this is really overwhelming. And that's at this point that we say there are uh methods within library search to start recording everything that you do. Um and this is uh what we call a section of library search called favorites. And within the favorites sort of section, you can actually record the search terms that you actually put in on a day-by-day basis, hour by hour. So if you if you change terms halfway through your search, um you can record all of that and actually save those searches to go back later and reuse them and you know back to sort of doing things over and over again and making iterations of the topic. Um and that's a really good way to help not only record your search, but also to sort of keep a chronological list of sort of you know where it's actually going and you know things that were successful and things that weren't successful, you know, you might uh be in a position to have to discuss the results of your search. And so that's it's all written there within the actual favorites of the search engine itself, uh within Larry Search. So that's a really cool feature that we've actually got now.

Alice:

I think that I mean, we we always I think um in the academic skills team do this as a matter of course, but um from what I understand as well, the the kind of the the library search resources have have really yeah changed and evolved over the the the past kind of well year. So we always recommend um anybody who doesn't feel confident in kind of locating and selecting information to make an appointment with their academic liaison librarian and um and go through all of these tips and and and tricks. If you haven't done that already, then uh that's that's just I think the best first step that you can take um for preparing for a for a longer piece of work.

Liz:

Because besides anything else, just talking to somebody about what it is you're looking for consolidates in your own brain what it is you're looking for. Really helps you refine the terms. I'm not sure, I don't know. I think I'm looking at this, I think I'm looking at that. You start actually trying to drill down a little bit and you realize actually looking at all children for whatever the medical thing is that you're looking at is too broad. You need to look at adolescence, or you need to look at, you know, nursery children, or you you need to pick a particular gender or whatever it might be. So all of these nuances can be really very useful, but you haven't necessarily thought about them until you you're talking to somebody else, and then you realize actually I need to narrow it down and be specific. Yeah.

Sterling :

Um, another really great place to start is although this might seem a little bit strange, is to actually take a look at other people's dissertations. Um, we do we do actually have a repository of previous students' successful and well-marked dissertations available uh through Chester Rep and through sort of other online resources. So you can actually, you know, if if you really when I was doing my dissertation at first, I didn't even actually know what the word dissertation meant because I hadn't heard it before, because it's well whatever. Um, and then I didn't actually know what one looked like, you know, because I was literally starting from a completely blank slate. So I literally had to go to the library and say, Do you have the last years on hand? And they said, Yeah. So I had a look and I was like, okay, so now I know what to expect. Now I know the kind of things that I'm actually gonna they're gonna actually ask of me, and things like that. And that you know, that that was one of the things that actually made me feel a lot more confident, uh sort of about where I was going.

Alice:

It really helps to kind of demystify it, I think, doesn't it? Because you can get in this place where you think that you know, every sentence, every section, every decision you make has to be the perfect decision. Um, but then when you read other students' work, good good work, and just see how it hangs together, how it uh builds its arguments, uh, what it leaves in and what it kind of um takes out, it can it can be really reassuring that you're not you're not striving for or going to achieve perfection, but you are gonna achieve the the the strongest possible uh research base and and and structure.

unknown:

Yeah.

Sterling :

Another really good method of uh discriminating and sort of uh narrowing down your research um is to think about the geographical location. Very important, um, especially when it comes to any sort of practice work. Uh you need to think about am I talking about just England? Am I just am I talking about the entirety of the UK? Am I referring to Great Britain, which is going to include Northern Ireland? I think. Yeah. Um, you know, there's is it's going to include Scotland? Uh am I talking about European-wide? Is it just is this do I want to include North America as well? So depending on what geographical area you're sort of focusing on, that can have a pretty drastic result on the search results you actually get as well. So if you know if you're talking about best practice within uh liaison between policing and social workers, if I type into the search engine, I'm obviously going to be pulling data from the United States as well as the UK, as well as countries all over the world. Um, and then the results will reflect that. And it might make it seem somewhat esoteric. However, if I focus on London Met policing, liaising with social workers uh at this particular these particular dates, that information is going to be extremely targeted to a particular area, to particular offices, particular events that were happening at the time. Uh so it you might find it a richer seam of resources than otherwise sort of like you know putting it out and making sh and getting everything from sort of everywhere. So yeah, geographic location. Um and think like Liz said, like thinking about the populations that you're talking about too. Um if if you're talking about something that's like an intervention, um, you know, intervening with who? How old? Where are they from? How did they grow up? Are they babies? Are they men? Are they women? Are they boys and girls? Are they children? You know, are they adolescents? Um, you know, do the does everybody use the word adolescence? Do some people use the word teenagers? Or maybe they're called young adults? You know, all those sort of different ideas you can sort of uh will all make uh go into sort of your keywords um and can affect sort of you know the resource that you actually get.

Liz:

Yeah, I think that's why it's useful to use something like a search template so that you've got a an overview of the terms that you're searching for, the things that you've looked for. I know you've said, Sterling, that um now with the new library search, you can save what you put in as your search, and that might be useful. Um, but just doing something that you can look back at so you know what you've done is going to save you time as well, because that's something else. You're gonna duplicate searches, and particularly if you've done something as a research proposal, when you actually come to your dissertation, you might be doing some of the same searches and you want to see if those numbers have changed. This still um relevant? Have people changed their arguments? Have has there been some sort of groundbreaking information and research that's just come out that you've didn't pick up on last time because it was being written? So, you know, having an idea of what's been done and what you yourself have done is going to save time and give you an ability to cross-reference so you're not duplicating effort.

Sterling :

And handily we have search templates available within the library. Um, if anybody would like a search template where they can write down and record any of the information, you can just contact me or any of the WEAs on librarians, and we can send you a blank search template that we've been using for uh the last couple of terms that looks it seems to be very successful with students. Um, so we can send you those without problem. They're a Microsoft Word format, so we'd be able to use them on multiple devices uh and operating systems.

Emma:

Amazing. I kind of want one. I don't need one, but I want one. Sounds good. So yeah, it's really important, isn't it, to kind of keep the records of those searches. It's great that there's um templates available and also that library search now has that functionality to kind of record searches. Um, but you could also kind of you know, because you're gonna be coming across so much information, it it's important to kind of keep good records. So in addition to that, you could create, I know people, I don't do it, but I know people who create like Excel spreadsheets with kind of like the sources that they've engaged with, like the a record of the date, the author, and kind of maybe some like critical thoughts. And that's really important for sources that are useful. But it's also important to kind of make a note of any sources that you've come across that that kind of aren't really useful. So you're not kind of because I know in like the term is, but retreading over old ground, yeah.

Sterling :

Um, yeah, certainly. Um use a notebook, uh, you know, use the notes on your phone if that's where you are. You can just open up a Word document on your laptop and just start typing and keep a track of what's sort of happening. Um, you can create an Excel spreadsheet if you're comfortable with that, um, and just start making a grid and putting in the results. And you know, was it successful? Was it not? Did you find a lot? Did you find a little? Was it useful? Did you have to get rid of it? Or is he going to keep it? Um, you know, you can create two piles, not two piles rather, two different sort of file folders of things that you want definitely want to keep, things that are kind of maybe and things that you don't really understand and don't and find useful and sort of you know organize it that way. There's many ways uh that you can do it, but you just find the one that works the best with you.

Liz:

Absolutely. Um it just don't do what very many of us have done and come across several times, which is leave every single tab open of everything you find useful, because A, it makes your computer run much slower, be at some point everything freezes and potentially you lose things. So having some other record rather than having 20 or 30 tabs open, um, ask me how I know that's a bad idea. Yeah, and having two or three different search engines open with 20 or 30 tabs in either, yeah, that that doesn't work great either. But yeah, I know, yeah. Took me a while to find some of them. I think some of them I've probably never found again as well. But the other thing with Excel spreadsheets that can be useful is that if you put in whatever the primary theme is, but also you pick up secondary themes that are coming through and things that you find, it means you can do sort of data sorts under various bits so you can recognize when there are themes coming through, when there are maybe the same sort of authors that are talking about something that's maybe not a primary issue or what what's being discussed, but it's something that's kind of going around in the background, and that might be something that's that the next place that your subject moves on to, the next kind of big talking point. So yeah.

Emma:

Making those critical notes, um, making sure that you are making connections between sources. So how are the sources talking to each other? Does this journal article that you're reading what does it you know, is it arguing with the with the journal article you read earlier, or is it agreeing? And then that kind of important question of why, and also always making notes about why it connect or how it connects with your um your question or your dissertation topic. Um always having that kind of question, and maybe it's about I always used to like write my key argument or my question on a post-it note and just stick it somewhere in my eyeline so that whenever I looked up, I was constantly reminded when I was whether I was writing or reading of what it was, like what my purpose was. Um and so really important that you're making those critical notes. Um obviously you're paraphrasing information from the source, but you're also making those critical notes, which are those connections, your critical thoughts, um, and try and do those in a different colour because then it it's easier to identify. Because especially with a dissertation, when you're probably reading ages before you start actually, well, if you've planned your time properly, you'll be reading a long time before you start actually writing. So it's really important that you're helping future you by having, you know, you paraphrase notes in, I don't know, blue, and then your critical thoughts in in purple. So it's easy to identify this is the information from the source, these are my notes. Um I think the more critical that you make your notes when you're reading, particularly with that big chunk of time that it's going to be between reading, research, and writing, um, it's really important that they are critical so you know why you're writing things down. Because what I often used to do is write things down and not put my critical thoughts down. And when my supervisor once looked at my notes, she went, Well, you've written this down. And I was like, I don't know why. She's like, Well, obviously it was important to you. Why was it important to you? So kind of do that stuff when you're reading, because it's really hard to kind of look back and go, Oh, I wrote that. What was I thinking on that day or at 3 a.m. that morning?

Alice:

It's such a boost to to future you and your confidence as well, isn't it? When you when you read back something that you wrote and and noted down and produced a while ago and think and you think, oh, that's a really good idea. And then you think, oh, that's actually my idea. So um, yeah, because it's in hot pink or whatever colour you've decided is your is your critical thinking colour. Critical colour, I like that.

Liz:

And that's a really good way as well, because the number of times I would just write down things that looked useful, and then I'd go back to them and be like, well, what was I gonna do with this? What how does it connect to anything? You know, if you write the critical thoughts that occur to you as they occur to you, then you've got much more chance of being able to use them in your essay rather than going back later and thinking, this was important, why why was it important? You know, future you doesn't remember because you've slept since then.

Sterling :

I think when reading articles, and or less so with books, because books generally the sentence and paragraph structure is very familiar to us because we've we've been looking at books our whole lives through school, leisure and whatever. But I think but when it comes to journal articles, journal articles can seem very alien the way that they're written in the vocabulary that they use to people who aren't necessarily familiar with reading a lot of academic text. So I think that um to make it easier for you easy for yourself, just from just make sure that you familiarize yourself with what the the structure of an article is like. How you know the beginning of it's gonna be an introduction and a short explanation of sort of what they've done, what they've found, and who was participating. Then they're gonna talk about the methodology and how they've done it, and then at the very end, they're gonna have a short discussion about the results and things like that. Um if you the more and more you sort of read articles, the more and more you sort of so get in, you begin to familiarize yourself and be able to sense the structure to them. And then that makes it easier to actually pinpoint where the information that you're gonna want is going to be in that article and in other articles because you start noticing similarities uh with the way that they're arranged. So I think that making sure that you're actually familiar with the structure of the way that academic articles are written can go a long way to actually help you when it comes to sort of searching for information.

Alice:

I think that's such a good point. And and you know, allied with that is is try not to be intimidated by certainly sources that that you that that you read. Um and some are you know initially at least really opaque and difficult to follow, and might use vocabulary that you're not familiar with. And obviously, you know, that's what we go to university for and to challenge ourselves in those ways. But I think we've all come up against sources that just are end up kind of, you know, however hard we try are impossible to us. And do you know just remember that that's a failing on the part of the author as much as you might feel it's a failing on the on the part of you. So, you know, be be ambitious, obviously, but also kind of be gentle with yourself and don't let yeah, those those sources intimidate you.

Liz:

Just take um and do reread as well, you know. You're not gonna get understanding, exactly. Like research, you don't so you want rereading is really what academic reading should be called because very few of us can get everything out the first time. Most of us need to go back and reread and absorb it and think about it and then read it again. And some of them are just written in, as you say, such difficult language to actually pull apart and understand, and they've got so many concepts that they expect you to know or whatever, and they're they're just talking in general terms about all of these different models, and you're like, hang on a minute, what's that? So you have to go away and research that before you can come back and read it and get some understanding. So there's lots, there's lots in academic reading that is really rereading several times and time to think between.

Emma:

Yeah. And if you are struggling with um breaking down journal articles, shameless plug, we do have a podcast episode on evaluating a journal article, um, which also includes um one of our matters and stats advisors talking about the matters and statsy bits of journal articles. So um I will put the link to that in the show notes, which makes us sound really famous. Okay, well, thanks everybody for listening. Um, speak to you again soon. Everybody. Bye.

Sterling :

Bye.

Emma:

Hi there. If you're a University of Chester student, here are the ways you can access support from your academic skills team.

Anthony :

On our Moodle pages, we've got lots of interactive resources for you to use. On our Literacies Moodle page, you'll find help with a range of skills from academic rating to revision. On our Maths and Statistics Moodle pages, you'll find help with different statistical tests, calculations, and formulas.

Emma:

You can also use our feedforward email assistance service. You can send 750 words, which is around three paragraphs, of your work, to ask at chester.ace.uk and we'll respond within three working days with generic and developmental advice on aspects such as paragraph structure, criticality and referencing.

Anthony :

You can also book a one-to-one with the Academic Skills Advisor via our Moodle pages. These appointments typically last 30 minutes and are available online and in person. Be able to see the campuses we're at by looking at our booking scheduler. You can send across an extract of your work for us to look at in preparation for the one-to-one, or you can book a one-to-one to discuss a generic skill such as referencing or critical thinking.

Emma:

If you and a group of your course mates are struggling with the same academic skill, you can book an Ask Together session by emailing ask at chester.ac.uk with details of your availability, how many people are in your group, what skills you want to cover, and where you'd like the session to take place.

Anthony :

You can follow us on Instagram and Facebook using the handle AkEtSkillsURC where we post practical tips on a range of academic skills, and it's also a great way to see what the team are up to.

Emma:

And of course you've got the skills pod. If you have a topic that you'd like us to cover or you'd like to be involved with our podcast, please email ask at chester.ac.uk.

Anthony :

Ask.

Emma:

Supporting your success.