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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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%

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

10. 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

11. 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