MRes Chemical Biology and Bioentrepreneurship

• Students are taught essential knowledge elements required to embark on their research projects.
• Topics include core biological content, targeted systems in personal care and the agri-sciences, as well as lectures on tools/technologies.
• Lecture courses are presented by leading academics and industry scientists.

• Technology Development Workshop giving students experience of rapid prototyping and software engineering/modelling.
• The Advanced Hackspace hosts many different forms of manufacturing technologies including laser cutting, microfluidic fabrication, circuit building, protein engineering, cell culture, wood and metal working and 3D printing facilities.
• Students will work in small groups to design and construct a device capable of solving a particular technological problem.
• Students are given hands-on experience of technology development from design to prototype validation.
• The students will use their own device to deliver an experiment and take results.
• This is assessed in January.

Students will attend a session each week on various introductory topics including the startup mindset, customer data, business models, funding, legal fundamentals and how to pitch effectively.

This is a training series across 6 months, students will attend the sessions across term 2 and term 3 on different aspects of science communication. It includes external speakers and researchers as well as internal, giving students a breadth of understanding what opportunities are available to them within the collega, workshops and training on specific subject areas like scientific illustration.

• Designed in conjunction with industrial partners, this course will include site visits, case studies, and opportunities for industry networking.
• Students will be offered the chance to learn about the process of product and technology development from each of the associated industrial sectors; pharmaceuticals, agri-sciences and personal care.

Students start the first term with an introduction to Python coding, getting them all up to speed before they begin to use this skill for other projects including the assessed HackEDU and throughout their research.

RRI strives to ensure that, in pursuit of new research and the discovery of innovative technology and applications, comes the parallel anticipation of unintended consequences and the potential impact of the research and innovation on society. Moreover, societal involvement is key to this responsibility, ensuring that stakeholders are empowered to help shape and create the kind of world wanted for the future.

During the MRes, students participate in a four day residential retreat, introduced to the overarching concepts and have the opportunity to network with their cohort and RRI experts. This is followed up with specific refreshers every year of their PhD.

• Students complete their 8-month research project embedded in the research groups of their supervisors (At least one physical chemistry scientist and one biological scientist).
• Students will write an assessed Research Proposal about their research project. Students will include a short critical review of their research area, followed by a proposal driven by the student’s aims and objectives.
• Students are given hands-on experience of techniques and equipment.
• The MRes research projects continue into the student’s PhD research project.