1. The Teaching and Research Relationship: Developing Institutional Policy and Practice Cavendish Conference Centre 8 th November 2005

2. Dr Iain Cameron Head, Research Careers and Diversity Unit (Chair RCUK Postgraduate Training Group) Tel: 01793 444038 Fax: 01793 444562 iain.cameron@epsrc.ac.ukiain.cameron@epsrc.ac.uk http://www.rcuk.ac.ukhttp://www.rcuk.ac.uk

3. RCUK Research Careers and Diversity Unit Created: 1 April 2005 Staffing: Iain Cameron (Head of Unit) iain.cameron@rcuk.ac.uk iain.cameron@rcuk.ac.uk Kate Reading; Rosie Beales Advisory Group: Represents all Research Councils Evolutionary development of previous Postgraduate Training Group

4. Purpose of the unit To address as Government priorities: The supply of scientists and engineers Diversity within the scientific research workforce particularly increasing the involvement of women and ethnic minority groups in science and its governance

5. Key Drivers and Influences Roberts SET for success – May 2002 –Investing in Innovation – July 2002 Greenfield SET FAIR – Nov 2002 –Government Response – April 2003 Science & Innovation Investment Framework 2004-2014 – July 2004 Transfer of Science and Society responsibilities from OST European Charter and Code - Fixed Term Directive Funders Forum

6. How does RCUK see the links between Teaching and Research?

7. The Teaching/Research relationship An RCUK perspective MSc support a minority interest for RCs Doctoral Training builds on 1 st Degree teaching - may also have taught content Increased research/taught content of longer integrated first degrees UG  PG transition points differ by discipline Attractors into research degrees

8. Mixing Research and Teaching Bologna Process: –Doctorate as the 3 rd cycle of education and the first stage of a research career. Research Masters and EngD contain significant taught material 4 year integrated 1st degrees contain real research projects

9. Typical RC HE models Research CouncilComponents/duration (UG+MSc+PhD) AHRC3+1+3 dominant model ESRC BBSRC3+3 dominant model: 4 year PhD developing NERC/MRCVariable EPSRC4+3 = dominant model Some 4 year EngD and longer PhDs PPARC

10. Degree structures may lead from teaching towards research but there are still supply issues!

11. UK Government Perspective on training “… invest in graduate and post graduate engineering, science and technological education and research.” “…make Britain the best educated, trained and skilled workforce prepared for all challenges ahead.” Gordon Brown – CBI Annual Conference 9 November 2004 “Higher level skills will increase the UK’s ability to benefit from technological advances and become more productive.” Gordon Brown – Pre-Budget Report 2004

12. Why the Difference?: A closer look at higher education minority ethnic students and graduatesWhy the Difference?: A closer look at higher education minority ethnic students and graduates * 16% of first degree university students Unevenly distributed and concentrated in the post- 92 universities (Post-92 = 22% Pre-92 = 15%) Includes significant diversity: other factors (age; entry qualifications; socio-economic class, mobility) may be equally/more important *- DfES Research Report RR552; July 2004 - A 2-year study by H. Connor et al. of the Institute of Employment Studies based on UCAS returns for UK domiciled students and follow up interview work.

13. Not a problem if the top research universities are recruiting sufficiently widely! 6% of ethnic minorities progress to doctorates compared to 13.6% for white students RC funded students are concentrated in the top research universities. Half were under-graduates at the same university, more will be from other pre-92 universities’ 7% of RC students are from ethnic minorities compared to 12% for all research students.

14. A problem scenario? Ethnic minorities are well represented at UG level Employers and universities selectively recruit from the pre-92 universities Meeting Lisbon target of 3% GDP needs more researchers BUT Can we ensure increased quality supply

15. A way forward Develop internships/job experience (build on BBSRC experience) –setting out clear expectations to target under- represented groups –addresses disadvantage due to age, socio-economic background, non-standard entry qualifications –use RC market position to clarify expectations on recruitment Internships should be distinctive and add value. Also encourage students NOT presently considering research. How to do this? EPSRC is currently considering the above issues.

16. Closing remarks! Increasing the supply pool of top researchers is necessary e.g. by increasing diversity. Opening our eyes to the nature of the problems is essential. An internship scheme may address this and other barriers to recruitment.

17. Thank you for your attention!  