1. Skills, professional and career development Ellen Pearce, Vitae 6 July 2010

2. Aims Researcher development framework Doctoral careers Resources to manage doctoral careers Planning for future scenarios Supporting transitions

3. Researcher development framework 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

4. 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

5. 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

6. RDF: latest developments Consultation analysis published New web section live www.vitae.ac.uk/rdfwww.vitae.ac.uk/rdf

7. 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’

8. 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

9. 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

10. 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

11. RDS: structure Knowledge 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

12. RDS: structure Sub-domainSub-domain summaryJSS 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

13. RDF: structure Cognitive skills Phase 1Phase 2Phase 3Phase 4Phase 5 EvaluatingSummarises, 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.

14. 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

15. Professional conduct12345 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 IPR Ask colleagues for a briefing on issues to be aware of Check out http://www.ipr.co.uk/ and similar siteshttp://www.ipr.co.uk/ ‘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’’

16. 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’

17. Numbers employed in the education sector - 49% overall

18. Employed as research staff in higher education - 23%

19. ‘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’

20. 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.’

21. 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/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

22. Careers during down-turn Graduate employment rate falling Importance of prioritising career aspirations Options A, B, C etc Networks Commercial awareness, be savvy

23. 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

24. Vitae resources to support doctoral careers Vitae web section www.vitae.ac.uk/careers www.vitae.ac.uk/careers including personal review questions: http://www.vitae.ac.uk/researchers/1349/General- personal-review-.html http://www.vitae.ac.uk/researchers/1349/General- personal-review-.html What do researchers do? www.vitae.ac.uk/wdrd 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 www.vitae.ac.uk/careerstories

25. 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

26. 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

27. 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