skills, professional and career development ellen pearce, vitae 6 july 2010
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Aims
Researcher development framework
Doctoral careers
Resources to manage doctoral careers
Planning for future scenarios
Supporting transitions
Researcher developmentframework
Major new strategic approach to researcher development which aims to:– Enhance our capacity to build the UK workforce
and develop world-class researchers– Extend the UK’s international leadership in the
professional development of researchers and professionalisation of researchers
– Underpin researcher training and development in the UK by providing a strategic and operational framework for the HE sector
Responds to sector recommendations to update and extend the Joints Skills Statement
RDF: background
Empirical data from analysis of audio-recorded, semi-structured interviews with experienced researchers
Tool for planning, promoting, supporting personal, professional and career development for researchers
Describes knowledge, skills, behaviours and personal qualities of researchers
Builds on the Joint skills statement to cover full career continuum
Recognises individual difference and different career paths (in and out of HE)
NOT intended for job descriptions, person specs or appraisal systems
RDF: themes from the consultation
> 240 responses– 65 HEIs; stakeholders; 72 researchers
Majority of responses positive – 60-80% agreement
Wide relevance and applicability; empirical basis welcomed; developmental framework
Concerns over:– Expectations on HEIs (links with the QAA and Concordat)– Links with other professional frameworks and progression– Wider recognition of transferability of skills– Relevance to all researchers– Usability and tools
RDF: latest developments
Consultation analysis published
New web section live www.vitae.ac.uk/rdf
RDF: additional feedback from employers
Feedback from 10 employers– RBS, Rolls Royce, Quinetiq, AstraZeneca, Detica,
Natural History Museum, ESD consulting, Bank of America Merrill Lynch, Johnson Matthey
Overall a very positive response and is seen as a useful document
Commercial awareness and operating in changing environment could be stronger
‘as a tool to support the development of researchers I think it is good, and I would certainly use it’
RDF: … and the Researcher development statement (RDS)
Creation of the Researcher development statement as policy tool
The Joint Skills Statement replacement
The larger Researcher development framework for individual researchers
RDS: links with the QAA
Anticipated that the RDS will be included in the Code of Practice for research degree programmes, to replace Appendix 3, JSS
RDS will provide guidance to institutions: no expectation that formal training opportunities will cover the full scope
‘The extent to which research students are required to take advantage of these opportunities will normally be negotiated through the supervision process, taking account of subject and individual needs.’ [precept 19]
Institutions may decide to use the RDS as a reference point in the development of their RDPs
RDS: links with the RCs
Identifies the broad range of knowledge, skills, behaviours and personal qualities which are required to be an effective researcher and employee in a world driven by knowledge production and innovation
Skills may be present on commencement of a research degree, explicitly taught, or developed during the course of the research
Statement of expectation, March 2010: HEIs to take forward researcher development within ‘normal business’
HEIs will wish to take into account the Researcher development statement when reviewing their range of formal and informal support and provision for researchers
Currently exploring how RDS will be referenced in RC guidance for doctoral provision
RDS: structureKnowledge and intellectual abilities
– knowledge base– cognitive skills– creativity
Personal effectiveness– personal qualities – self-organisation– professional and career development
Research governance and organisation – professional conduct– project management– finance, funding and resources
Communication, influence and impact– working with others– engagement and impact– Communication and dissemination
RDS: structure
Sub-domain Sub-domain summary JSS
B3 Professional and career development
Career management
Continuing professional development
Responsiveness to opportunities
Networking
Reputation and esteem
Knowledge of:
Career and employment opportunities inside and outside academia
Behaviour:
Takes ownership of and manages professional development.
Shows commitment to continuing professional development and enhancing employability.
Maintains and develops relevant skills set and experience in preparation for a wide range of opportunities within and outside academia.
Actively networks for professional and career purposes and seeks to enhance research reputation and esteem.
D4
G1
G2
G3
G4
RDF: structure
Cognitive skills
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
Evaluating Summarises, documents, reports and reflects on progress. (A6)
Evaluates the impact and outcomes of own research activities.
Receives and gives constructive criticism.
Evaluates progress, impact and outcomes of peer researchers’ activities.
Is able to provide and accept fair criticism at appropriate times.
Monitors and evaluates progress, impact and outcomes of a range of other researchers’ activities.
Manages difficult criticism positively.
Creates evaluation processes and evaluates progress, impact and outcomes for national/international organisations and/or projects.
RDF: actions and next steps
Further conversations with key stakeholders, including HEA and links to the Professional Standards Framework
Full framework published by end July
Researcher profiles will illustrate how researchers use the framework
Links to career stories will evidence the use of skills in non-HE roles
A simple tool for researchers will be developed by September
Reflection period, April - November
Professional conduct 1 2 3 4 5
Health and safety
Ethics
Legal requirements
Respect and confidentiality
Attribution and co-authorship
Copyright and IPR
Appropriate practice
‘As a new researcher I have not fully up to speed with copyright and IP issues, however this is an area I am currently developing’
Tips:Explore attending a course at your university to get a better general awareness of the issues related to copyright and IPRAsk colleagues for a briefing on issues to be aware ofCheck out http://www.ipr.co.uk/ and similar sites
‘Completing the RDF was a very helpful way of reflecting on the skills that I have already – developed through all my experiences up til now – and it also helped prioritise (with my manager) the areas I’ll work on developing further’
‘Whilst I am a new researcher I have placed myself at level 4 as in my spare time I lead an army cadet group which has developed my skills in this area. I have talked to my supervisor about how I might best use these in our lab environment – I could become a departmental Health and Safety rep’’
Doctoral careers
What do we mean by ‘career’?
Paid work? Totality of life experience?
Journey v destination
Career management v career planning– Curiosity, Persistence, Flexibility, Optimism, Risk
taking
Interaction between ‘self’ and ‘opportunities’
‘My doctorate changed my life. It opened doors, and it also opened my mind. I take on challenges now, in my life and career, because I have faith in my own abilities’
Associate lecturer at the OU
Consultant neurologist and senior lecturer in neurology ‘My doctoral research was useful and a necessity for my current job. I understand the processes of research and
some of the workings of higher educational organisations.’
Head of skills and careers at the BBSRC‘My doctorate gave me the opportunity to hone my abilities to think critically and systematically through a complex set of issues, learning how to persevere even when faced with baffling and challenging questions’
Chairman of a small banana business in Africa‘I only wish that I had taken more advantage during my doctorate of the training courses that were offered. I soon discovered that in the world of work training opportunities are severely
constrained by budgets!’
Research manager at Ipsos Mori‘I would recommend making the most of all the training opportunities you get. Once you start work, you will not have the time and your employer will only want to fund courses that are directly relevant to their business’
Senior consultancy associate for Cambridge Enterprise‘My doctorate taught me to take every opportunity to learn from other people and to be self aware about what I enjoy and what my key strengths are.’
Employers views
Vitae employer survey– Surveyed over 100 non-HE employers– Over 70% said they would welcome more applications from
doctoral graduates– The more experience employers have of doctoral graduates
the higher they rate their skills– Engaged employers rated highly
• Problem solving, drive and motivation, data analysis and project management
• Leadership and commercial awareness more highly rated by this group
CIHE report http://www.cihe.co.uk/talent-fishing-what-businesses-want-from-postgraduates/ – 7 out of 10 surveyed wanted to recruit doctorate graduates– More focus on ‘work-wisdom’ needed
Careers during down-turn
Graduate employment rate falling
Importance of prioritising career aspirations
Options A, B, C etc
Networks
Commercial awareness, be savvy
Research Councils cohort study [3.5 yrs on]:
2000 doctoral graduates responded
Majority moved on from initial job on graduating
For 50% PhD was formal requirement of job
¾ felt their doctoral programme had been good value for money
High career satisfaction 91% very or fairly satisfied
Over 80% used research skills and over 90% used generic skills
½ feel their PhD has enabled them to be innovative in the workplace
90% said had enhanced to quality of their life generally
Longer term career tracking: emerging findings
Vitae resources to support doctoral careers
Vitae web section www.vitae.ac.uk/careers
including personal review questions: http://www.vitae.ac.uk/researchers/1349/General-personal-review-.html
What do researchers do? www.vitae.ac.uk/wdrd
– *New*: ‘career stories of researcher entrepreneurs’, 3.5 years after graduation, RCUK cohort study longitudinal follow up
Career stories database www.vitae.ac.uk/careerstories
Next steps: doctoral careers
DOC-Careers recommendation that all institutions track their doctoral candidates
Understanding longer term career paths for researchers
Building a national dataset via the Database of Careers Stories [www.vitae.ac.uk/careerstories]
Continue to work with employers to ensure that doctoral candidates are meeting their needs
A new focus on professional development via a new Researcher development framework
Aim to demonstrate tangibly that researchers are valuable in a whole range of occupations/sectors and that their doctoral training shapes them for this
Use evidence to make the case for resources and continuing investments/support of researcher career development
Planning for future scenarios Trend: scoping, coordinating, main-streaming, capacity building
Strategic approaches
Themes:– Cost effectiveness– Collaborations for high effort/cost activities– Maintaining capacity; experienced staff– Learning materials and programmes– Researcher-led activities– Links with the doctoral training centres
Supporting transitions
Policy discussions from January published in March
http://www.vitae.ac.uk/policy-practice/167-250651/Exploring-future-funding-options-for-researcher-development.html
Resources for researchers: ‘engaging researcher’
http://www.vitae.ac.uk/researchers/169081/Researcher-booklets.html
Resources for HEIs: Effective Researcher, Broadening Horizons, Careers in Academia, Leadership in Action, masterclass programme for HEI staff
Vitae conference 6/7 September, Manchester (includes outcomes from the RCUK independent review of Roberts and major RTIF evaluation report)
www.vitae.ac.uk/conference10
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