the uk experience

Policy into Practice:EURAXESS Researcher Career Skills for Career Development

PIPERS

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330

Helping researchers to pursue their professional ambitions:A workshop for staff assisting researchers’ development

21-22 MARCH 2016

LIEGE, BELGIUMResearcher DevelopmentThe UK Experience

Dr Lowry McCombFormerly Director of Researcher Development

Durham University


What is Researcher Development?

• Knowledge and Intellectual Abilities• e.g. Discipline-Specific Knowledge, Problem Solving, Critical

Thinking

• Personal Effectiveness• e.g. Career Development, Time Management

• Research Governance and Organisation• e.g. Project Planning, Research Grant Development, Research

Integrity

• Engagement, Influence and Impact• e.g. Teaching, Publication, Impact Awareness, Outreach, Enterprise


The Importance of Researcher Development

• Should improve student’s ability to successfully complete research programme

• Preparation for future employment either in academia or other employment


National Policy• “…major funders of PhD

students should make all funding related to PhD students

conditional on students’ training meeting stringent

minimum standards”• Training “…should include the provision of at least two weeks’

dedicated training a year, principally in transferable

skills…”Roberts Review, 2002

Professor Sir Gareth Roberts


Aims of the AHRC’s Postgraduate ProgrammeThe AHRC’s postgraduate programme aims to improve the support,

training and development opportunities offered to postgraduates, helping them to:

• Make significant contributions to the advancement of knowledge and understanding

• Develop highly-skilled researchers ready for careers in HE and other sectors

• Develop the skills required by the knowledge-driven economy, and demonstrate the arts and humanities’ contribution to the UK’s cultural, social and economic well-being.


Global Context

Trends that will shape the economy over the next decade include:• growing rewards from innovation, as the pace of

technological change increases and countries move into higher-value activities;

• the importance of higher skill levelsNeed to improve the UK’s capacity for science and innovation

• Investment in the science base• Improving links with business• Attract foreign direct investment• Build high value-added firms that will raise private

investmentResearch Councils UK


QAA UK Quality Code Chapter B12Indicator 14

• Research students have appropriate opportunities for developing research, personal and professional skills. Each research student's development needs are identified and agreed jointly by the student and appropriate staff at the start of the degree; these are regularly reviewed and updated as appropriate.


Engineering and Physical Sciences Research Council

EPSRC – Delivery Plan 2011-15• Highly-skilled people are the most important output from

our research investments, and with industry warning of STEM skill shortages, it has never been more important to ensure our people have the skills most valuable to industry.

• We will act to further improve the quality of PhDs by increasing the proportion of students funded via cohort approaches.


EU FundingThe Commission identifies the need to increase the number of researchers, stating that the EU will need at least one million new research jobs if it is to reach the R&D target of 3%, and that the number of actual researchers required is significantly higher as many researchers will retire over the next decade. As a result, the European Commission calls on EU Member States to strengthen their capacity to attract and train young people to become researchers, so as to offer internationally competitive research careers to keep them in Europe as well as to attract high quality researchers from abroad.

UKRO Europe Unit, Briefing Note E-2010-12


The Vitae Researcher Development Framework

Vitae Researcher Development Frameworkby researchers for researchersBased on accounts of successful researchers

Literature survey Definitions of research and research rolesCompetency frameworks - academic and related occupations

Empirical data >100 interviews with experienced researchers Range of experiences, institution types, geographical context, disciplines, demographics>1000 characteristics and variants, clustered into groups

Broad consultation 242 sector responsesEmployer validationSector advisory & project groups

ValidationExpert panel: 14 senior academicsEndorsement by stakeholder organisations

Framework of the knowledge, behaviour and attributes of successful researchers

Enables self-assessment of strengths and areas for further development

Common language for researchers capabilities

Vitae Researcher Development Framework

Vitae Researcher Development Framework

Vitae Researcher Development Statement endorsed by Research and funding bodies, Universities UK, employers and others

Referenced in QAA Quality Code for research degree programmes

Used in achieving HR Excellence in research

Over 90% research intensive universities

Internationally recognised

House of Lords review of HE STEM (2012)

‘…we were pleased to hear that the Researcher Development Framework (RDF), developed by Vitae in consultation with employers, has gone some way to improve the employability skills of postgraduates and guide the knowledge, behaviour and attributes of a successful researcher ‘

‘…several witnesses praised the RDF and use it when mapping or reviewing trainingand courses in order to provide the skills in the RDF.’

Pan-European professional development framework – feasibility study(European Science Foundation)

‘Real demand among researchers for a more structured approach towards researcher´s professional development and active career planning.’

‘RDF proved to be a solid basis for making researchers reflect on their skills and attributes and on their career aspirations in general.’

‘Provides an important potential to support the professional development of researchers in any national or institutional environment.’

‘This new study has revealed that within Europe there is a clear need for a European Researcher Development Framework which can aid researcher´s professional development. The adoption of the RDF, adapted as recommended in the report, would also be a great tool for supporting intersect oral mobility. ‘

Martin Hynes, CEO, European Science Foundation

http://www.vitae.ac.uk/researchers/1271-569791/New-ESF-funded-feasibility-study-calls-for-a-single-European-Researcher-Development-Framework-.html

Vitae Researcher Development FrameworkLenses

Highlighting sets of researchers’ capabilitiesacquired or used in various other contexts Direct focus within the RDF

Enterprise (EEUK, NCEE, RCUK)Leadership (LFHE)Knowledge exchange (AURIL)IntrapreneurshipResearcher mobility

Under developmentImpactPlacementsSupervision

Bridging the RDF to other frameworks and professional standards

Teaching (UKPSF)Engineering (Engineering Council)Employability (surveys)Public engagement (NCCPE, RCUK)Information literacy (SCONUL)

Collaborative approach – Expert validationhttp://www.vitae.ac.uk/researchers/437191/Increasing-the-impact-and-engagement-of-researchers.html


RDF Materials

RDF materials are now freely available fromhttps://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework

https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework




The Key Features of a Researcher Development Programme for Doctoral Students

Doctoral Training Programme

Handbook available at http://www.dur.ac.uk/resources/graduate.school/Handbook2011.pdf

http://www.dur.ac.uk/resources/graduate.school/Handbook2011.pdf



Current Approaches: Course Titles

The Key Features of a Researcher Development Programme for Doctoral Students

Key Features1. Streamlined Framework2. Phased Approach3. Enhances Engagement &

Employability4. Supports All5. Measurable Outcomes

Vitae Framework

Good as a starting point, key elements can be retained to develop a more streamlined approach

1) Streamlined Framework•Knowledge and Intellectual Abilities

e.g. Discipline-Specific Knowledge, Problem Solving, Critical Thinking

•Personal Effectivenesse.g. Career Development, Time Management

•Research Governance and Organisatione.g. Project Planning, Research Grant Development, Research Integrity

•Engagement, Influence and Impacte.g. Teaching, Publication, Impact Awareness, Outreach, Enterprise

2) Phased Approach

The Underpinning phase refers to the first nine months of a PhD. It begins with a needs analysis and focuses on:

Example Course Themes: • Team Work• Career Options• Information Management• Personal Effectiveness

• Presenting & Teaching

• Professional Conduct• Project Management• Statistics• Writing

• Academic Writing Skills• Tackling a Literature Review• Writing for Publication• Systematic Reviews

2) Phased Approach

The Consolidating phase refers to the 9-20 month period of a PhD and focuses on:

Example Course Themes: • Career Planning• Presenting (Advanced)• Progressing

2) Phased Approach

The Completing phase refers to 20+ months of a PhD and focuses on:

Example Course Themes: • Advanced Writing• Career Action• Completing

2) Phased Approach

Enriching courses can be taken at any point during the PhD.

Example Course Themes: • Business and Enterprise• Resilience

• Professional Conduct

• Mini MBA Programme• Public Engagement• Working with Others

3) Enhances Engagement & EmployabilityEngagement• Academic Led

Employability• Inside Academia• Outside Academia

3.5% of UK PGRs end up in permanent academic posts in the UK

• Work in co-operation with the careers services

• Embed Employer Participation

Careers in and outside science, taken from Royal Society Report: A Century of Science

3) Enhances Engagement & Employability

4) Supports All: The Individual Students

16%

69%

15%

Postgraduate Students by Faculty (n=4280)

ScienceSocial Science & HealthArts & Humanities

79%

15%

6%

Postgraduate Students by Study Type (n=4280)

Full Time

Part Time

Distance Learning

57%

43%

Postgraduate Students by Location (n=4280)

UK/EU

Overseas

38%

62%

PGR/PGT (n=4280)

PGR

PGT

Taken from https://www.dur.ac.uk/resources/student.registry/statistics/postgraduate/3.1summary/143-1.pdf, last accessed 23/7/15

https://www.dur.ac.uk/resources/student.registry/statistics/postgraduate/3.1summary/143-1.pdf



4) Supports All: The Individual Students

Core Groups:• Three Faculties• PGR, PGT• F/T, P/T, DL• UK & OS

Every student is an individual so training needs should be identified and reviewed

4) Supports All: The Doctoral Training Centres

4) Supports All: The Innovative Training Networks

PGR Training Programme should also support development of partnerships which take the form of collaborative…• European Training

Networks (ETN)• European Industrial

Doctorates (EID) • European Joint

Doctorates (EJD)

5) Measurable Outcomes

Engagement with RCUK and Employers

Engagement with Faculty and Departmental PG Leaders

Focus Groups with Students

Training Course Feedback

• Training Course Feedback• Focus Groups with Students• Engagement with Faculty

and Departmental PG Leaders

• Engagement with RCUK and Employers

HR Excellence in ResearchThe "HR Excellence in Research" award gives public recognition to research institutions that have made progress in aligning their human resource policies with the principles set out in the "Charter & Code". Institutions that have been awarded the right to use the icon can use it to highlight their commitment to implement fair and transparent recruitment and appraisal procedures for researchers.

Any Questions?


The EU Framework


The European Charter for Researchers

The European Charter for Researchers is a set of general principles and requirements which specifies the roles, responsibilities and entitlements of researchers as well as of employers and/or funders of researchers6. The aim of the Charter is to ensure that the nature of the relationship between researchers and employers or funders is conducive to successful performance in generating, transferring, sharing and disseminating knowledge and technological development, and to the career development of researchers. The Charter also recognizes the value of all forms of mobility as a means for enhancing the professional development of researchers.

http://ec.europa.eu/euraxess/index.cfm/rights/europeanCharter


The Code of Conduct for the Recruitment of Researchers

The Code of Conduct for the recruitment of researchers consists of a set of general principles and requirements that should be followed by employers and/or funders when appointing or recruiting researchers. These principles and requirements should ensure observance of values such as transparency of the recruitment process and equal treatment of all applicants, in particular with regard to the development of an attractive, open and sustainable European labour market for researchers, and are complementary to those outlined in the European Charter for Researchers.


Access to research training and continuous development

Employers and/or funders should ensure that all researchers at any stage of their career, regardless of their contractual situation, are given the opportunity for professional development and for improving their employability through access to measures for the continuing development of skills and competencies.Such measures should be regularly assessed for their accessibility, take up and effectiveness in improving competencies, skills and employability.


Career developmentEmployers and/or funders of researchers should draw up, preferably within the framework of their human resources management, a specific career development strategy for researchers at all stages of their career, regardless of their contractual situation, including for researchers on fixed-term contracts. It should include the availability of mentors involved in providing support and guidance for the personal and professional development of researchers, thus motivating them and contributing to reducing any insecurity in their professional future. All researchers should be made familiar with such provisions and arrangements.


Access to career adviceEmployers and/or funders should ensure that career advice and job placement assistance, either in the institutions concerned, or through collaboration with other structures, is offered to researchers at all stages of their careers, regardless of their contractual situation.


The Human Resources Strategy for Researchers

( HRS4R )The "HR Strategy for Researchers" supports research institutions and funding organisations in the implementation of the Charter & Code in their policies and practices. The concrete implementation of the Charter & Code by research institutions will render them more attractive to researchers looking for a new employer or for a host for their research project. Funding organisations implementing the Charter & Code principles will contribute to the attractiveness of their national research systems and to the attractiveness of the European Research Area more generally.


HR Excellence in ResearchThe "HR Excellence in Research" award gives public recognition to research institutions that have made progress in aligning their human resource policies with the principles set out in the "Charter & Code". Institutions that have been awarded the right to use the icon can use it to highlight their commitment to implement fair and transparent recruitment and appraisal procedures for researchers.


Any Questions?


What Career and Personal Development Activities Take

Place In Your Institution?Process• Group discussion on each table (15 minutes)• One person to take notes• Each table reports back (10 minutes)


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the uk experience

Self Improvement