Challenges for post-PhD career development in the Arts and Humanities Subject Associations Meeting 23 September 2015 Dr Sue Carver

Context Support for Art and Humanities Researchers Post-PhD (Oakleigh Report) Early Career Researcher - Research Training Framework The Concordat to Support the Career Development of Researchers

Oakleigh Report Early career researchers (ECRs) - 8 years post-PhD Focus on those wishing to pursue an academic career Section on AHRC-funded postdocs Survey and interviews

Respondents ECR survey: 32 responses from 23 Universities ECRs not in the HE sector (97) ECRs on fixed-term contracts (544) ECRs on permanent contracts (241) 32 responses from 23 Universities

Key findings – contract type Range of contracts; variety of roles Fixed-term – 70 different job titles 70% on permanent contract had previously held fixed-term Almost 40% on permanent contract have held a fractional contract Quarter in HE are ‘portfolio workers’ No single definition of ECR

Key findings – support 61% of permanent sought advice prior to PhD; 43% on fixed-term Most beneficial support: Advice with preparing grant applications Time to publish Mentorship Support may not reach those most in need

Good practice Advice and support is made available at an early stage A broad based approach to identifying ECRs Advice is provided on a broad range of possible careers ECRs’ requirements lead and inform the advice and support made available Senior academics are informed of support available and are enabled to provide this Mentors are relevant to the needs of the individual Networks are in place to share experience

The Concordat to Support the Career Development of Researchers Gap between University provision and ECR perception ‘Researchers are a key component of our overall strategy to develop and deliver world-class research’ – RO = 91% agreement; ECR 39% ‘Promotion opportunities are transparent, effectively communicated and open to all staff’ – RO = 70% agreement; ECR 30% ‘…support to develop the communication and other professional skills that they will need to be both effective researchers and highly-skilled professionals in whatever field they choose to enter’ – RO = 81% agreement; ECR 37%

AHRC Activities Consultation and discussion Concordat Strategy Group Change to application form and peer review guidance Peer Review College ECR – Research Training Framework

ECR - Research Training Framework Range of careers Subject-specific, generic and transferable skills – examples Academic career – teaching, publications, administration, applying for funding RO support Wider experience and impact Needs-based approach Resources e.g. Subject Associations and Learned Societies, Vitae, Research Staff Association

Questions What provision is there for Post-PhD ECRs within Subject Associations? How do you ensure that you are reaching all those who might benefit? Noting the Oakleigh Report and ECR RTF – what more could be done? Networking Mentoring Advice Short-term support