Understanding and predicting the success of alien freshwater fish

OVERVIEW

Alien species, those introduced outside their native range, are a major driver of environmental change that may lead to the extinction of local biodiversity, alter ecosystem services and cause huge economic damage. With increasing global trade, the number of new alien species is growing rapidly. Thus, identifying which species may establish and become invasive is an urgent global challenge. However, with no history of past invasion, it is hard to predict which new alien species will establish, and which ones will go naturally extinct. Freshwater fish are among the most frequently introduced vertebrates and many have major detrimental effects on the most vulnerable ecosystems on Earth – freshwater habitats. Surprisingly, we know remarkably little of why some fish species are more likely to establish and spread in novel regions, and which species are likely to be the future successful aliens.

Aim:

To identify which species’ traits facilitate the introduction, establishment and spread of alien freshwater fish and predict the probability of success of potential future invaders, at global and local scale.

Objectives:

1) To build a global scale database on freshwater fish introductions, introduction pathways, and species traits;
2) To test which species characteristics determine the probability of introduction, establishment and spread of alien freshwater fish using the database, phylogenetic comparative methods and theoretical modelling;
3) To produce a Horizon scanning output that informs policy, by quantifying how different pathways to introduction (e.g. angling, fisheries, pet trade) influence the probability of release in novel regions, and deriving their probability invasion at global and local scale for species likely to be introduced globally and in the UK and Ireland in particular.

Training:

The student will be trained in data collection and management of large datasets, state of the art phylogenetic comparative approaches in R and mathematical models of range expansion, and will use Queen’s University High Performance Computer KELVIN.

While working on important ecological questions and a global challenge, the student will gain a rare set of interdisciplinary skills that increase employability, including cutting edge statistical and mathematical modelling, data management, numeracy, evaluating risk and uncertainty, as well as gaining in depth understanding of fundamental principles in ecology and freshwater science. Through the placement the student will gain better understanding and skills required to inform policy on environmental monitoring and management.

References:

Capellini I, et al. 2015. The role of life history traits in mammalian invasion success. Ecology Letters 18: 1099-1107.

Fraser EJ, et al. 2015. Range expansion of an invasive species through a heterogeneous landscape – the case of American mink in Scotland. Divers. Distrib. 21, 888–900

Samson E, et al. 2017. Early engagement of stakeholders with individual-based modeling can inform research for improving invasive species management: the round goby as a case study. Front. Ecol. Evol. 5, 149

Research Information

PhD Supervisors
Information on the research interests and activities of academics in Biological Sciences can be accessed via the School website and the Find a Supervisor facility.

Career Prospects

Introduction
Queen’s postgraduates reap exceptional benefits. Unique initiatives, such as the DegreePlus/Future Ready Award, bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally. Career prospects in the biological sciences are exceptionally good. To some extent it depends on the specific topic, of course, but laboratory-based and especially quantitative skills and the proven innovation of a PhD or MPhil are highly sought after. Degrees are very much in demand, both in commercial science and public sector research and development (e.g. drug discovery and development, crop and animal improvements and welfare, sustainable agriculture and resource use, human nutrition and health, animal health, ecological management, food safety and technology, scientific communications, regulation, and many more fields).

Employment after the Course
Graduates have gone on to be professional research scientists, consultants, or hold technical and junior executive positions in commerce and government.

Learning Outcomes

A postgraduate research degree involves the undertaking of independent research under the guidance of a professional academic supervisory team, typically using the laboratory facilities on offer in one or more of the teams’ labs. The student will be expected to develop their own ideas and learn the methods needed to test them empirically and theoretically. This usually involves learning and practising both laboratory (and or field) skills as well as developing a strong theoretical background in the relevant subject.

As well as practical work, all the activities of independent academic scholarship, such as literature searching and critical appraisal, written and verbal communications and academic networking will be developed during a research degree. Independence and innovation will be strongly encouraged, but the student will be supported by regular supervisory guidance and a wide range of courses will also be on offer, both in subject specific skills and generic skills, especially supported by the Graduate School (https://www.qub.ac.uk/graduate-school/).

Students are encouraged to interact with one another and with members of academic staff and postdoctoral scientists to build confidence and informal learning, through a range of ‘research culture’ activities, including peer groups where students get together to discuss topical research papers, or methods, or just chat about their interests.

Course structure

Research degrees vary in length, but typically for a PhD they are three or four years long (full-time) and double that for part-time studies. They follow an annual cycle of progress with formal panel-based appraisals of the progress, the outcome of which is typically practical and academic advice about how to overcome problems encountered and how to move to the next stage. During each year, students are expected to supplement their studies with some tailored courses, ranging from highly specific (e.g. learning to use a piece of apparatus or technique) to generic (e.g. developing oral presentation or leadership skills). Every stage is supported by the supervisory team, augmented by an independent panel of progress monitors as well as the full support of the Graduate School.

Assessment

Assessment processes for the Research Degree differ from taught degrees. Students will be expected to present drafts of their work at regular intervals to their supervisor who will provide written and oral feedback; a formal assessment process takes place annually.

This Annual Progress Review requires students to present their work in writing and orally to a panel of academics from within the School. Successful completion of this process will allow students to register for the next academic year.

The final assessment of the doctoral degree is both oral and written. Students will submit their thesis to an internal and external examining team who will review the written thesis before inviting the student to orally defend their work at a Viva Voce.

Feedback

Supervisors will offer feedback on draft work at regular intervals throughout the period of registration on the degree.

Facilities

Full-time research students will have access to a desk in a shared office space.

ENTRANCE REQUIREMENTS

Graduate
The minimum academic requirement for admission to a research degree programme is normally an Upper Second Class Honours degree in a relevant subject from a UK or ROI HE provider, or an equivalent qualification acceptable to the University. Further information can be obtained by contacting the School.

International Students

For information on international qualification equivalents, please check the specific information for your country.

English Language Requirements

Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required (*taken within the last 2 years).

International students wishing to apply to Queen’s University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.

For more information on English Language requirements for EEA and non-EEA nationals see: www.qub.ac.uk/EnglishLanguageReqs.

If you need to improve your English language skills before you enter this degree programme, INTO Queen’s University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.

HOW TO APPLY

Apply using our online Postgraduate Applications Portal and follow the step-by-step instructions on how to apply.

Find a supervisor

If you’re interested in a particular project, we suggest you contact the relevant academic before you apply, to introduce yourself and ask questions.

To find a potential supervisor aligned with your area of interest, or if you are unsure of who to contact, look through the staff profiles linked here.

You might be asked to provide a short outline of your proposal to help us identify potential supervisors.