An Institutional Approach to the Changing Doctoral Landscape: Exploring the Doctoral College Model Dr Rebekah Smith McGloin Doctoral Training Programmes Manager University of Nottingham

“Doctoral Training Programmes” Umbrella term to describe:  Doctoral Training Partnerships  Centres for Doctoral Training  Industrial Doctorate Centres  International Doctoral Innovation Centres Terminology

 Changes in the funding environment  A shift in research council funding/ expectations  Post-Roberts era policy imperatives challenges in the doctoral training landscape o Better integration of research and generic skills training (PRES, RCUK) o More/better employer engagement (Hodge (2011), Smith (2010) Reviews, RCUK) o More cohort development, networking, (PRES, RCUK) o Increase capacity in postgraduate placements (Wilson (2012) Review, RCUK) Setting the scene for Doctoral Training Programmes

RCUK Investment in the four-year cohort-based training programme model: –ESRC £80m (2011) –BBSRC £220m (2012) –AHRC £164m (2013) –NERC £100m (2013) –EPSRC £500m (2014) Also investment in the model by Wellcome Trust and European Union investment through the Marie Curie International Training Network actions. Focused in research-intensive HEIs Context

Step change in doctoral training provision Focus on –Recruitment –Research integrity –Public engagement –Researcher development Potential poles of innovation Pace of change particularly challenging in certain institutions Haves and Have-nots Context

Current Doctoral Training Programmes at University of Nottingham

“I have no fear of making changes, destroying the image, etc., because the painting has a life of its own.” Jackson Pollock Where we are. And where we want to be… Making sense and making the most

They all share the following characteristics: –A distinctive ‘brand’ –Cohort-based induction and training –Tailored training programmes that integrate specific with generic skills –Established connections to industry –Placement/internship opportunities offered –Localised governance structure –Mandatory supervisor training In the majority of cases they also: –offer an extended duration of study beyond 3 years (most commonly 4 years) –operate as consortia with other Research Organisations Some offer: –Structured laboratory rotations –The opportunity for students to co-write their research proposal with the PI –Joint or co-supervision across institutions, working towards joint awards Key Commonalities

Academic Community International networks Broader Academy (other ROs) Cohort Business / Industry Employers Teaching and learning agenda meets research agenda Doctoral Training Programmes Complex Connectivity: Challenge and opportunity

 PRES 2013 student survey results: ‘Only very small differences between the research skills experience of those whose training was provided through a doctoral training centre and those whose was not, with negligible effect sizes.’ Evaluation  Early institutional evaluation data shows positive student experience and high satisfaction rates for: 1.Quality, relevance and pitch of the training programme 2.Employer engagement with student body 3.Student learning community

How to build on early successes: A Nottingham Approach  Governance  Management and implementation  Strategy Development  Restructure?

How to build on early successes: Governance Doctoral Training Programme Management Committee Research Board Doctoral Training Programme Managers’ Network

How to build on early successes: Management and Implementation Business Process Mapping Working with Student Administration Finding commonalities and efficiencies Focus on marketing Developing evaluation framework

Working groups –Integration with research strategy –Internationalisation –Business engagement –Evaluation –Student experience How to build on early successes: Strategy Development

How to build on early successes: Doctoral College – Model 1

How to build on early successes: Doctoral College – Model 2

How to build on early successes: Doctoral College – Model 3