Research Student Development Programme and the ePortfolio

Dr. Richy Hetherington

Training and Development - history

National Changes

Number of research students has increased Full time academic positions have not

Data from http://www.hesa.ac.uk & Vitae

HEI full time

Academic staff

99/00 113,790

11/12 117,845

2010 26% Doctoral Graduates work in HE

research 6 months after graduation, 19%

after 3.5 years

A changing employer environment

Competency Frameworks

Appraisal and feedback

Performance Management

Self Assessment

Roberts Report 2002

“Many employers do not initially pay those with PhDs any more than they would a new graduate, viewing the training (particularly in transferable skills) that PhD students receive as inadequate preparation for careers in business R&D.”

“Institutions are not adapting quickly enough to the needs of industry”

Research council Joint Skills statement

(A)Research Skills and Techniques: validate problems, critical thinking, a knowledge of recent advances

(B) Research Environment: broad understanding of context,. confidentiality, ethics commercial exploitation of research

(C) Research Management: effective project management(D) Personal Effectiveness: self-discipline, motivation, and

thoroughness(E) Communication Skills: promoting the public understanding(F) Networking and Teamworking: In the institution and the

wider research community(G) Career Management: Commitment to continued

professional development

Researcher Development Framework

RDF Headings

A1 Knowledge base

A2 Cognitive abilities

A3 Creativity

B1 Personal qualities

B2 Self management

B3 Professional & career development

C1 Professional conduct

C2 Research management

C3 Finance, funding & resources

D1 Working with others

D2 Communication & dissemination

D3 Engagement & impact

Now a Requirement

Quality Assurance Agency (QAA) requirement for all UK research degrees

Funders expectations BBSRC, MRC have skills requirements

National and International competition to provide good quality training (part of the prospectus)

Development Programme Goals

Helping researchers be more effective Aiding timely progression and thesis

completion Improving research outcomes & therefore

academic career prospects Develop researchers’ broad range of skills

so options outside of research are available Improve confidence in skills gained and

their use in a variety of roles

Research Student Development Programme

Electronic booking system

Appropriate staffing Monitoring Evaluation Accommodate Changes Additions

Development Programme Timetable

In total over 100 hours of training development offered each year

Excluding safety training first year Phd has 5 compulsory sessions totalling 7.5 hours

There is one compulsory sessions per year, a professional approach is expected

RCUK expects students to undertake 2 weeks

(80 hours) a year on skills development

Selection of Evaluation Results

Workshop Facilitator %good/ very good %poor Average

ScoreAttendees

2012/13

Grant Writing: Travel Grants Dr Gwen AverleyMrs Alicia Cresswell 80% 0% 4.8 10 (5)

Writing Your First Year Report Prof John Kirby 96% 4% 4.5 81 (25)Careers Outside of Research Dr Lorna Dargan 74% 0% 4.4 23 (11)Systematic reviews - approaching the literature

Erika Gavillet 100% 0% 4.8 7 (2)

Writing a Literature Review Mrs Alicia Cresswell 100% 0% 4.9 51 (20)Personal Development Plan (PDP) Preparing for your Progress Review Panel

Prof. Dianne FordDr. Lorna Dargan 100% 0% 4.6 81 (65)

The Research Environment Dr Gwen Averley 57% 0% 4 11 (7)Presentation Skills using PowerPoint Mrs Sue Vescey 100% 0% 4.4 12 (7)

Achieving Career Success

Dr Lorna DarganProf. Deborah Henderson

100% 0% 4.8 6 (4)

Academic Integrity & Plagiarism

Dr Richy Hetherington Ms Erika Gavillet

85% 0% 4.4 21 (13)

Introduction to IT Databases (Lecture)Mrs Rebecca McCready 100% 0% 4.6 6 (3)

Wider View

• Postgraduate conference• FameLab• 3 Minute Thesis• Demonstrating and leading seminars• Biotechnology YES• Research Seminars• Institute training• Internships (PIPS)

The ePortfolio

eProgression instructions

Blog integrated with “My Skills”

Record meetings

Students add attendees

Self Assessment/PDP

2011 PRES Results for FMS students

How important are opportunities available for me to further develop my research skills

1% not important, 94% important

How important are opportunities to develop a range of transferable skills

3% not important, 82% important

Development programme Impacts

Timely progression and degree completion Good research outcomes (fewer thesis

corrections, more publications) More public engagement and publicity for

the research Building confidence: 97% said ‘Recording

your Research’ session improved their awareness in project & time management

Good News

More Good News

Summary

Supervisors have a responsibility to support researcher student’s development

Development programme and ePortfolio are there to help with this and to support student’s research activity

Benefits supervisors and the institution as well as the research students