Professional development 1&2

Policy into Practice:
EURAXESS Researcher Career Skills for Career Development
PIPERS
This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Helping researchers to pursue their professional ambitions:
A workshop for staff assisting researchers’ development
21 - 22 JUNE 2016
WARSAW, POLANDResearcher Development
The UK Experience
Dr Lowry McComb
Formerly Director of Researcher Development
Durham University, UK

What is Researcher Development?
• Knowledge and Intellectual Abilities
• e.g. Discipline-Specific Knowledge, Problem Solving, Critical
Thinking
• Personal Effectiveness
• e.g. Career Development, Time Management
• Research Governance and Organisation
• e.g. Project Planning, Research Grant Development, Research
Integrity
• Engagement, Influence and Impact
• e.g. Teaching, Publication, Impact Awareness, Outreach, Enterprise

The Importance of Researcher
Development
•Should improve the researcher’s ability to successfully
complete their research programme
•Preparation for future employment either in academia or
other employment

National Policy
• “…major funders of PhD
students should make all
funding related to PhD students
conditional on students’
training meeting stringent
minimum standards”
• Training “…should include the
provision of at least two weeks’
dedicated training a year,
principally in transferable
skills…”
Roberts Review, 2002
Professor Sir Gareth Roberts

Global Context
Trends that will shape the economy over the next decade include:
• growing rewards from innovation, as the pace of
technological change increases and countries move into
higher-value activities;
• the importance of higher skill levels
Need to improve the UK’s capacity for science and innovation
• Investment in the science base
• Improving links with business
• Attract foreign direct investment
• Build high value-added firms that will raise private
investment
Research Councils UK

Engineering and Physical Sciences
Research Council
EPSRC – Delivery Plan 2011-15
• Highly-skilled people are the most important output from
our research investments, and with industry warning of
STEM skill shortages, it has never been more important to
ensure our people have the skills most valuable to industry.
• We will act to further improve the quality of PhDs by
increasing the proportion of students funded via cohort
approaches.

EU Funding
The Commission identifies the need to increase the number of
researchers, stating that the EU will need at least one million new
research jobs if it is to reach the R&D target of 3%, and that the number
of actual researchers required is significantly higher as many researchers
will retire over the next decade. As a result, the European Commission
calls on EU Member States to strengthen their capacity to attract and
train young people to become researchers, so as to offer internationally
competitive research careers to keep them in Europe as well as to attract
high quality researchers from abroad.
UKRO Europe Unit, Briefing Note E-2010-12

The Vitae Researcher
Development Framework

Vitae Researcher Development Framework
by researchers for researchers
Based on accounts of successful researchers
Literature survey
Definitions of research and research roles
Competency frameworks - academic and related occupations
Empirical data
>100 interviews with experienced researchers
Range of experiences, institution types, geographical context,
disciplines, demographics
>1000 characteristics and variants, clustered into groups
Broad consultation
242 sector responses
Employer validation
Sector advisory & project groups
Validation
Expert panel: 14 senior academics
Endorsement by stakeholder organisations

Framework of the
knowledge, behaviour
and attributes of
successful researchers
Enables self-
assessment of
strengths and areas for
further development
Common language for
researchers capabilities
Vitae Researcher Development
Framework

Vitae Researcher Development Statement
endorsed by Research and funding bodies, Universities UK,
employers and others
Referenced in QAA Quality Code for research degree programmes
Used in achieving HR Excellence in research
Over 90% research intensive universities
Internationally recognised
House of Lords review of HE STEM (2012)
‘…we were pleased to hear that the Researcher Development Framework (RDF), developed by
Vitae in consultation with employers, has gone some way to improve the employability skills of
postgraduates and guide the knowledge, behaviour and attributes of a successful researcher ‘
‘…several witnesses praised the RDF and use it when mapping or reviewing training
and courses in order to provide the skills in the RDF.’

Pan-European professional development
framework – feasibility study
(European Science Foundation)
‘Real demand among researchers for a more structured approach towards
researcher´s professional development and active career planning.’
‘RDF proved to be a solid basis for making researchers reflect on their skills and
attributes and on their career aspirations in general.’
‘Provides an important potential to support the professional
development of researchers in any national or institutional environment.’
‘This new study has revealed that within Europe there is a clear need for a European
Researcher Development Framework which can aid researcher´s professional
development. The adoption of the RDF, adapted as recommended in the report,
would also be a great tool for supporting intersect oral mobility. ‘
Martin Hynes, CEO, European Science Foundation
http://www.vitae.ac.uk/researchers/1271-569791/New-ESF-funded-feasibility-study-calls-for-a-single-European-Researcher-
Development-Framework-.html

Lenses
Highlighting sets of researchers’ capabilities
acquired or used in various other contexts
Direct focus within the RDF
Enterprise (EEUK, NCEE, RCUK)
Leadership (LFHE)
Knowledge exchange (AURIL)
Intrapreneurship
Researcher mobility
Under development
Impact
Placements
Supervision
Bridging the RDF to other frameworks
and professional standards
Teaching (UKPSF)
Engineering (Engineering Council)
Employability (surveys)
Public engagement (NCCPE, RCUK)
Information literacy (SCONUL)
Collaborative approach – Expert validation
http://www.vitae.ac.uk/researchers/437191/Increasing-the-impact-and-engagement-of-researchers.html

RDF Materials
RDF materials are now freely available from
https://www.vitae.ac.uk/researchers-professional-
development/about-the-vitae-researcher-development-
framework

The Key Features of a
Researcher Development
Programme for
Doctoral Students

Doctoral Training Programme
Handbook available at
http://www.dur.ac.uk/resourc
es/graduate.school/Handboo
k2011.pdf

Current Approaches: Course Titles

The Key Features of a
Researcher Development Programme for
Doctoral Students
Key Features
1. Streamlined Framework
2. Phased Approach
3. Enhances Engagement & Employability
4. Supports All
5. Measurable Outcomes

Vitae Framework
Good as a starting point, key
elements can be retained to develop
a more streamlined approach

1) Streamlined Framework
• Knowledge and Intellectual Abilities
e.g. Discipline-Specific Knowledge, Problem Solving,
Critical Thinking
e.g. Career Development, Time Management
• Research Governance and Organisation
e.g. Project Planning, Research Grant Development,
Research Integrity
• Engagement, Influence and Impact
e.g. Teaching, Publication, Impact Awareness, Outreach,
Enterprise

2) Phased Approach
The Underpinning phase refers to the first nine months of a PhD. It
begins with a needs analysis and focuses on:
Example Course Themes:
• Team Work
• Career Options
• Information Management
• Presenting & Teaching
• Professional Conduct
• Project Management
• Statistics
• Writing
• Academic Writing Skills
• Tackling a Literature Review
• Writing for Publication
• Systematic Reviews

2) Phased Approach
The Consolidating phase refers to the 9-20 month period of a PhD
and focuses on:
• Career Planning
• Presenting (Advanced)
• Progressing

2) Phased Approach
The Completing phase refers to 20+ months of a PhD and focuses
on:
• Advanced Writing
• Career Action
• Completing

2) Phased Approach
Enriching courses can be taken at any point during the PhD.
• Business and Enterprise
• Resilience
• Professional Conduct
• Mini MBA Programme
• Public Engagement
• Working with Others

3) Enhances Engagement & Employability
Engagement
• Academic Led

Employability
• Inside Academia
• Outside Academia
3.5% of UK PGRs end up in permanent
academic posts in the UK
• Work in co-operation with the
careers services
• Embed Employer Participation
Careers in and outside science, taken from
Royal Society Report: A Century of Science
3) Enhances Engagement & Employability

4) Supports All: The Individual Students
16%
69%
15%
Postgraduate Students by Faculty (n=4280)
Science
Social Science & Health
Arts & Humanities
79%
15%
6%
Postgraduate Students by Study Type (n=4280)
Full Time
Part Time
Distance Learning
57%
43%
Postgraduate Students by Location (n=4280)
UK/EU
Overseas
38%
62%
PGR/PGT (n=4280)
PGR
PGT
Taken from https://www.dur.ac.uk/resources/student.registry/statistics/postgraduate/3.1summary/143-1.pdf, last accessed 23/7/15

4) Supports All: The Individual Students
Core Groups:
• Three Faculties
• PGR, PGT
• F/T, P/T, DL
• UK & OS
Every student is an individual so
training needs should be identified
and reviewed

4) Supports All: The Doctoral Training Centres

4) Supports All: The Innovative Training
Networks
PGR Training Programme
should also support
development of
partnerships which take
the form of collaborative…
• European Training
Networks (ETN)
• European Industrial
Doctorates (EID)
• European Joint
Doctorates (EJD)

5) Measurable Outcomes
Engagement with
RCUK and
Employers
Engagement with
Faculty and
Departmental PG
Leaders
Focus Groups with
Students
Training Course
Feedback
• Training Course Feedback
• Focus Groups with Students
• Engagement with Faculty
and Departmental PG
Leaders
• Engagement with RCUK and
Employers

The EU Framework

The European Charter for Researchers
The European Charter for Researchers is a set of general
principles and requirements which specifies the roles,
responsibilities and entitlements of researchers as well as of
employers and/or funders of researchers6. The aim of the
Charter is to ensure that the nature of the relationship
between researchers and employers or funders is conducive
to successful performance in generating, transferring, sharing
and disseminating knowledge and technological
development, and to the career development of researchers.
The Charter also recognizes the value of all forms of mobility
as a means for enhancing the professional development of
researchers.

The Code of Conduct for the
Recruitment of Researchers
The Code of Conduct for the recruitment of researchers
consists of a set of general principles and requirements that
should be followed by employers and/or funders when
appointing or recruiting researchers. These principles and
requirements should ensure observance of values such as
transparency of the recruitment process and equal treatment
of all applicants, in particular with regard to the development
of an attractive, open and sustainable European labour
market for researchers, and are complementary to those
outlined in the European Charter for Researchers.

Access to research training and
continuous development
Employers and/or funders should ensure that all researchers
at any stage of their career, regardless of their contractual
situation, are given the opportunity for professional
development and for improving their employability through
access to measures for the continuing development of skills
and competencies.
Such measures should be regularly assessed for their
accessibility, take up and effectiveness in improving
competencies, skills and employability.

Career development
Employers and/or funders of researchers should draw up,
preferably within the framework of their human resources
management, a specific career development strategy for
researchers at all stages of their career, regardless of their
contractual situation, including for researchers on fixed-term
contracts. It should include the availability of mentors
involved in providing support and guidance for the personal
and professional development of researchers, thus
motivating them and contributing to reducing any insecurity
in their professional future. All researchers should be made
familiar with such provisions and arrangements.

Access to career advice
Employers and/or funders should ensure that
career advice and job placement assistance,
either in the institutions concerned, or
through collaboration with other structures, is
offered to researchers at all stages of their
careers, regardless of their contractual
situation.

The Human Resources Strategy for
Researchers ( HRS4R )
The "HR Strategy for Researchers" supports research
institutions and funding organisations in the implementation
of the Charter & Code in their policies and practices. The
concrete implementation of the Charter & Code by research
institutions will render them more attractive to researchers
looking for a new employer or for a host for their research
project. Funding organisations implementing the Charter &
Code principles will contribute to the attractiveness of their
national research systems and to the attractiveness of the
European Research Area more generally.

HR Excellence in Research
The "HR Excellence in Research" award gives public
recognition to research institutions that have made progress
in aligning their human resource policies with the principles
set out in the "Charter & Code". Institutions that have been
awarded the right to use the icon can use it to highlight their
commitment to implement fair and transparent recruitment
and appraisal procedures for researchers.

Professional Development
Dean Hogan

Building a research profile & developing research skills is now taken as a given.
Professional Development is much more.
The starting point is the researcher.
• What does the researcher want to do?
• Is she confident in her values?
• Does he have a realistic awareness of his strengths and areas for training &
development?
The aim is have the researcher take a strategic approach to their
professional development so that they can have career &
professional choices by being the most effective researcher possible.

Doctor heal thy self!
Researcher’s live a life of enquiry & evaluation.
By developing themselves professionally researchers can use the same principals
to realistically evaluate their own skill sets, awareness of professional
opportunities, their motivations and ambitions.
It is important that researchers take the time to understand their own values and
motivations as well as the opportunities realistically open to them given their
individual strengths, skills and personal situation.
Know what employers are looking for, how their skill-set matches
this and how to articulate their strengths. If there is gaps in what
they have to offer, make a development plan.

Short-term contracts and competition for roles necessitates that researchers
need to have direction and flexibility.
Professional Development will help them:
• Plan a career path by setting goals,
• Maximise the benefits of their current position,
• Raise their profile.
No matter what a researcher is planning to do, they will need goals
to help them choose between career options.

If the researcher can combine self-understanding & awareness with a good
knowledge of career options they will have the best foundation for Professional
Development.
Then the researcher can take a strategic approach to their development.
As early as possible a researcher will need to think strategically about goals and
how their development & skills are in line with those goals.
This will lead to training needs analysis and development planning.
Knowledge of career options requires an understanding of
organisational & career structures, available roles, networking &
recruitment.
What training and/or supports are available?

An Academic Career
Highly competitive, only a small percentage of researchers will have a career in
academia.
The basic requirements for a long-term academic career are:
• publishing,
• teaching experience,
• experience in administration & supervision,
• knowledge of funding possibilities & preferably some success in funding.
An established professional network and a suitable profile
Familiarity with entrepreneurial needs/skills & knowledge transfer
experience would be desirable too.

Other things to consider for an academic career:
• Proven project management skills, especially research projects.
• International experience, mobility, conferences etc.
• Up to date on quality assessment in teaching and research.
• Appraised of current issues in higher education.

Researchers need to raise their profile
They will need to articulate the results of research and to how it contributes
to their field of study.
Communication skills are increasingly important to a research career
Communication skills will allow the researcher access to research
agenda conversations.

Another by-product of networking is that it is another way to raise profile
Presenting research to international colleagues builds confidence & is excellent
preparation for broader communication activities that come under the wider
heading of Public Engagement.
A successful researcher that can also positively communicate with the media &
general public is valuable to a research institution.

Funding
An ability to generate funding is greatly valued.
Early-career researchers participating in funding procurement will learn:
• Where they can find support for funding applications
• The different sources of research funding
• How to write grant proposals
Starting with ‘small’ applications will teach the researcher to adapt
to funding guidelines and adhere to deadlines
This can mean funding applications for equipment, travel,
conferences, or public engagement activities

Early-career researchers can also be invited to assist more experienced
colleagues with funding applications.
Again, it will help them to understand how to evaluate & implement the funding
criteria.
By osmosis this will also help them to build their network through interaction
with other colleagues, administrators and national contact points etc.

Exposure to Knowledge Transfer activities can offer a number of benefits to
early-career researchers.
It can give them early exposure to industry along with the accompanying
expectations, work practices & possible opportunities.
It is yet another way to raise profile.
Awareness of the working relationship between research & industry
will also inform the researcher’s approach to funding procurement.

Knowledge Transfer activities include (I)
Information & Personnel Exchange: Knowledge transfer partnerships,
university-industry interaction, researcher secondment or researcher exchange
agreements, networking activities.
Commercial Development Activities: Mentoring programmes, supporting
researchers to take research results to market, recognising
innovation, training in business and entrepreneurial skills.

Knowledge Transfer activities include (II):
Collaborative Research: Partnerships with other research institutions, industry,
public sector & NGOs.
Collaborative Training: Aimed at developing the relevant skills for excellent
research, how to work & interact with industry, IPR and entrepreneurial
skills.

Collaboration can allow access to expertise & equipment otherwise unavailable.
An opportunity to learn different working methods and approaches to research.
It can also offer new funding opportunities.
Collaborative research can have much more impact as it is usually undertaken
with a path to market already planned or established.
It can present commercial opportunities such as spin-off ventures &
sow the seeds of future commercial collaborations.

Skills
The researcher does a personal skills inventory, using their CV as a reference.
Not just on the important generic and specific research skills but skills obtained
from previous (or even part-time) employment.
When the inventory is complete the participant invariably finds that
they possess a lot more skills than previously thought.

Interests
• What career themes is the researcher attracted to?
• Why?
• Are their interests social, enterprising, investigative, practical focus, creative,
systematic?
• “What gets me out of bed in the morning?”

Personality Traits
• “How do I like to work?”
• “How do I work with others?”
• “What kind of work do I enjoy?”
• “Dislike? Why?”
• “What working environments suit me?”

Values
• “What matters most to me?”
• “What do I value most in a role?”
• “What do I need to be fulfilled?”
• “What are my core values?”
• “What type of roles agree/disagree with my values?”

Career anchors are the unique combination of perceived career competences,
motives and values. There are eight career anchors in total:
• Entrepreneurial creativity
• Technical/functional competence
• Service or dedication to the cause
• General managerial competence
• Pure challenge
• Autonomy/independence
• Lifestyle
• Security/stability
Career Anchors

What employers look for:
In 2009 Vitae surveyed 104 employers and found that most (73%) would welcome more
applications from doctoral graduates and that nearly a third (31%) are already actively
targeting doctoral graduates.
Employers are keen to recruit researchers both for their technical skills and for their ‘first
class brains’.
Employers typically expect researchers to be strongest in skills closely allied to the process
of research such as data analysis and problem solving and less strong on interpersonal
skills, leadership and commercial awareness.
However, the greater the organisation’s experience of researchers the
higher the anticipated level of competence across all skills.
Doctoral graduates are typically in competition with high achieving graduates
and will need to prove their particular value.

What employers look for
Employers who already have links with universities are a good place for doctoral
researchers to start their job searching. These employers are more likely to understand
the skills possessed by researchers and may be willing to talk about their recruitment
needs.
A minority of employers do not have any interest in recruiting doctoral graduates.
If doctoral graduates are to overcome this during recruitment they will need
to focus on their individual skills and motivations rather than their
qualifications.

Professional development planning
Training needs analysis
A key part of researcher development is to identify what they require to
enhance their skills. The first stage of this process is to audit current skills and
strengths and identify areas for development.
This is often called ‘training needs analysis’ by employers, graduate schools etc.
but the approach is useful for considering all development
opportunities, not only formal training courses.

A Training Needs Analysis is an examination of the skills you need in order to
complete a particular task against your current aptitudes. For example:
Skills associated with giving a poster presentation
• Discipline specific skills: completing the research and checking data
• Communication, design & writing skills: Organising data in a clear & engaging way
• Inter-personal & presentation skills: Presenting the poster confidently
to delegates
• Networking skills: Making the most of the opportunities presented at
the conference

Planning
The plan should include clear and achievable targets with timed deadlines for
completing different activities. It should state clearly how you will access needed
training and development.
Important: Not all training has to be provided by practical courses or workshops.
Online training, simple desk-based research, talking to qualified
colleagues etc. can help fill some training gaps.

The development plan should be an evolving document that is constantly being
reviewed as part of wider personal and professional development.
Review progress, where you are and where you want to be, at different points, for
example:
• Develop current role
• Prepare for promotion
• Find a new direction/job
Areas to consider as you progress:
• Have you completed the training identified?
• Have learned what you hoped from the training?
• What development needs do you still feel that you have?
• Setting of priorities and deadlines for future development.

Job search
For the researcher being clear on what they would like to do next and why, is
important – both to keep their career going in the right direction and to ensure
that they can explain their motivations to a future employer.

Doctoral graduate destinations and impact three years on (Vitae 2010) asked
questions about how researchers found their current jobs:
• 33% of respondents found out about their current job through professional,
work or educational contacts and networks
• 16% through personal contacts
• 24% already worked for the organisation
• 22% had seen their position advertised in newspapers
• 20% had seen it on an employers website
• 10% recruitment agency
• 5% University careers service
• 8% through other careers services
• 6% speculative approach
• 1% headhunted
(Multi response questions: sum is greater than 100%)

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