SKILLS DEVELOPMENT SCOTLAND AND SCOTTISH GRADUATE SCHOOL OF SOCIAL SCIENCE (SGSSS/DTP) CO-FUNDED ESRC POSTGRADUATE STUDENTSHIPS

2018 COMMENCEMENT

INFORMATION PACK AND APPLICATION FORM

1 Introduction and ContextBackgroundTime FrameAims and Objectives

2223

2 Application ProcessGeneral InformationIssues for Applicants to ConsiderAssessment of ApplicationsSelecting a Student and Supervisory ArrangementsOther Issues

444556

3 Research Topics and Application Form Notes 7

Annex 1 Application Form

The closing date for applications is 14th December 2017. The closing date will be strictly adhered to.

All applications must be submitted electronically to studentships@socsciscotland.ac.uk

SGSSS plans to communicate the outcome of the competition to successful and unsuccessful applicants by the end of January 2018.

Successful applicants must recruit a student to commence in the 2018/19 academic year.

Skills Development Scotland and Scottish Graduate School of Social Science Doctoral Training Programme (SGSSS/DTP) for Full-Time PhDs for October 2018 Commencement

In partnership with the Scottish Graduate School of Social Science Doctoral Training Partnership (SGSSS/DTP), Skills Development Scotland wishes to co-fund up to four PhD Studentships in social science subjects to commence in October 2018. We are seeking proposals from academics across the SGSSS from any accredited pathway which is interested in hosting studentships.

For further information on topics please contact Lynne Robson (Lynne.Robson@sds.co.uk– 0300 013 2144 or Gillian.wylie@sds.co.uk – 0300 013 5303)

SECTION 1 INTRODUCTION AND CONTEXT

Background

1.1 Skills Development Scotland is Scotland’s National Skills body tasked with developing the skills and learning system in Scotland for the benefit of individuals and businesses. Our vision is for a Scotland in which individuals and business are supported by a skills and learning system that helps them to reach their potential in contributing to sustainable economic growth. We have four overarching goals (detailed in our Corporate Strategy):

Enabling people to meet their potential Making skills work for employers Working together to improve the skills and learning system Achieving excellence as an organisation

The services we provide in seeking to achieve our vision are shaped by the Scottish Government’s Careers Information, Advice & Guidance (CIAG) Strategies and its Youth Employment Strategy. We work with partners across Scotland to deliver a range of services for individuals and business, including: CIAG services, National Training Programmes and Modern Apprenticeships, Individual Learning Accounts, PACE services (support for those facing redundancy) and support for employers to develop the skills of their people.

New, high quality research is a critical factor in contributing to the evidence base which informs the work of Skills Development Scotland. We therefore welcome the opportunity to work with the academic community in providing these new research opportunities for talented Scottish graduates.

1.2 Skills Development Scotland wishes to co-fund up to four PhDs to start in October 2018 The overall aim of the PhD scheme is to provide new research opportunities which contribute to the evidence base for the development of skills policy in Scotland. The sponsorship of PhDs will also increase the capacity of the research community to conduct policy-focussed research relevant to the skills agenda.

Time Frame

The timeframe for the process between the call for proposals in this document and the start of the PhD studentship is outlined below.

Call issued October 2017Deadline for full applications 14 December 2017Decisions communicated to applicants End of January 2018Studentships commence 1 October 2018*

(* A later start may be possible if a student has special circumstances)

Aims and Objectives

1.3 Skills Development Scotland is working with the SGSSS-DTP to support innovative and cross-cutting research on skills-related issues of relevance to Scotland. We aim to support research which involves rigorous and imaginative designs and methods.

1.4 The aims of the PhD Scheme are to:

add to the strategic and cross-cutting evidence base which informs the development, implementation and evaluation of skills policy in Scotland;

increase and enhance the impact of high quality academic research on policy and delivery; support research that is capable of being applied in the delivery of social policy and services; develop capability amongst high-quality academic researchers to conduct policy-applied research

in disciplines relevant to the Scottish skills agenda; enhance ongoing relations between the academic, policy and user communities.

1.5 It is also expected that students and academic institutions will benefit through an improved understanding of contemporary issues affecting economic and social policy in Scotland with regard to skills and training. This will help to ensure better understanding of how future research can more fully make an impact on policy and delivery and of how that impact can be demonstrated and sustained.

1.6 This scheme is also intended to develop rounded social scientists from a range of disciplinary and interdisciplinary training pathways. The competition is open to a variety of approaches in terms of design and methods including quantitative designs, analysis of administrative data, modelling, qualitative and ethnographic studies, action research, participatory approaches to research, and proposals that use mixed methods.

1.7 Applications are expected to consider diversity issues where appropriate in their proposals, both in terms of methodological approach and topic. Proposals are welcome which consider European and international comparative elements.

1.8 Each PhD project will have a named liaison contact at Skills Development Scotland, who will provide support throughout the PhD.

1.9 More information about the work of Skills Development Scotland can be found on its website at: http://www.skillsdevelopmentscotland.co.uk

SECTION 2 APPLICATION PROCESS

General Information

2.1 Applications for co-funded 1+3 or +3 Studentship Awards are invited from prospective supervisors based in the SGSSS.

2.2 Applications should be based on the topics outlined. There will be no set limit on the number of projects for which an institution or pathway can apply.

2.3 Skills Development Scotland and SGSSS-DTP expect successful supervisors to engage in early recruitment processes and expect a commitment of support for early advertisement of the opportunity. A clear timetable (with dates for advertisement and recruitment milestones) and the Quality Assurance process for student recruitment, including a named administrative contact in the institution, should be provided.

2.4 Full-time three year (+3) awards are normally for three years duration, subject to the ‘length of fund-ing’ eligibility rules, leading to the submission of a PhD thesis based on the work carried out within the pro-ject. Prospective supervisors should confirm training and eligibility arrangements for their pathway with the relevant pathway representative and/or convenor.

2.5 We welcome interdisciplinary and cross-institutional applications for this call. Please note that the first supervisor must be based in an ESRC-accredited training pathway and institution at the Scottish DTP. Second supervisors can be based in any Scottish Graduate School of Social Science partner institution.

Issues for Applicants to Consider

2.6 In addition to outlining a high quality PhD proposal, applications should include a well thought out and broadly based research training programme throughout the PhD.

2.7 Applications are encouraged to demonstrate evidence of:

Innovation and fresh thinking in the proposed research Clarity of proposal, outlining how the proposed project addresses the chosen topic area including

clear title, aims, relevance to policy and methods Good research design and methods A sound articulation of how the potential impact of the research will be maximised through

dissemination Building upon existing expertise and embedding the early career stage researcher in a relevant

research grouping and high quality, active research environment Quality of proposed research skills training Supervisory experience including evidence of collaborative research High standard of ethical practice and risk management in terms of researcher safety

2.8 Applications should focus on the specified topics. It is strongly recommended that the academic institution pay particular attention both to presenting clear objectives and research questions for the topic and to the timing and availability of data and research results. The topics provide scope for flexibility, in terms of design and methods, as well as shaping the research questions. If you would find it helpful to discuss your interests with Skills Development Scotland, please contact:

Lynne RobsonPhD Programme Lead (Evaluation and Research Team)Lynne.Robson@sds.co.ukTel: 0300 013 2144

2.9 In submitting your proposal, you should address Skills Development Scotland’s key questions alongside the development of methodological skills. As always, the PhD should be designed to provide an original contribution to the relevant discipline.

Assessment of Applications

2.10 Assessment of proposals will be co-ordinated by Skills Development Scotland and the Scottish DTP.

2.11 Applications will be assessed against the following criteria:

Awareness of the empirical and theoretical context of the project Awareness of the practice context for the PhD PhD design and proposed methods Quality of supervision proposed Approach of university department to student recruitment, management and retention Approach to risk management and ethical considerations Added value provided by university department(s) or supervisors Relevance to the PhD topics and wider skill policy agenda in Scotland

Selecting a Student and Supervisory Arrangements

2.12 Responsibility for student selection and recruitment lies with the successful institutions though the Scottish DTP will assist with advertising. The recruitment process must include an interview involving Skills Development Scotland. In identifying an appropriate student please note that +3 prospective students must satisfy the research training requirements laid down by ESRC. The Scottish DTP will be able to update potential applicants on these requirements. If you are in doubt about eligibility of a prospective candidate, please contact the SGSSS-DTP. All full-time students funded through the Scottish DTP must submit no later than one year after their funding end date.

2.13 Once you have identified a student you would like to appoint, before confirming their place please have them complete the coversheet and equal opportunities forms and return them to the SGSSS along with a CV. This will enable us to ensure that all ESRC criteria are met, or to ask the student for further in-formation if needed. The SGSSS must approve all appointments before they are confirmed.

2.14 To complement the academic supervisors, the student will have access to a PhD Sponsor at Skills Development Scotland. The SDS Sponsor will be a senior member of staff who has knowledge and experience of the PhD topic area and will provide advice and support to the student in relation to the requirements of the PhD topic, opportunities for engagement with the policy community and support to disseminate research outputs. The SDS Sponsor will also attend formal, annual reviews of the PhD with the student and supervisor, to be arranged either as a separate review meeting with SDS or as part of a University’s internal annual PhD review process.

2.15 The SDS PhD Programme Coordinator will also provide a key point of contact for academic supervisors and students and will facilitate mutual support and networking between PhD students and SDS stakeholders to enhance their understanding of the skills policy environment. The SDS Sponsors and PhD Programme Coordinator will work in consultation with academic supervisors and will arrange:

At least one face-to-face support meeting with the PhD student per annum;

At least one visit to the student and their supervisor(s) at their academic institution per annum; At least one event per annum where all PhD students receiving SDS funding will be invited to

present to, and discuss their work with, SDS staff.

2.16 Where the student has been formally invited by SDS to attend a meeting at SDS premises, SDS will reimburse the costs of travel to these meetings, within Scotland, following completion of an expenses claim form after the meeting.

2.17 The academic supervisors remain responsible for guiding the research to a successful conclusion, including agreeing the methods, milestones and outputs. Academic supervisors should encourage good communication between the researcher and Skills Development Scotland and help with links with wider academic networks. It is strongly recommended that academic outlets pay particular attention both to the expected outcomes from the research and the timing and availability of data and research results.

2.18 The above information is highlighted at this stage to ensure familiarity with ESRC guidelines for nominating a suitable candidate and for putting appropriate supervisory arrangements in place.

2.19 It is expected that students and their academic supervisors will co-operate with the overall scheme aims and activities, and meet reasonable expectations to participate in scheme events and contribute research findings to publications and other outputs.

Other Issues

2.20 All students will be expected to adhere to the standard rules laid out in the ESRC Postgraduate Funding Guide.

2.21 All PhD students undertaking these PhDs will be encouraged to apply for Skills Development Scotland internships which may be available during the second or third year of their study. Students may also take up Overseas Institutional Visit funding opportunities offered by the ESRC and apply for other internships during the course of their study with permission from both the academic supervisors and Skills Development Scotland.

2.22 The possibility exists for overseas fieldwork to be included in research proposals where appropriate. Where overseas fieldwork is included in proposals, applicants should follow appropriate ESRC guidelines.

2.23 Once a student has been recruited to the project a Memorandum of Understanding (PhD Agreement) will be issued between the host institution and SDS. SDS has a standard PhD Agreement for participating Universities. In applying to the project you are agreeing to the terms outlined in the PhD Agreement. A copy of the standard agreement is available on request (contact Victoria.Kincaid@sds.co.uk – 0300 013 2344)

SECTION 3: RESEARCH TOPICS AND APPLICATION FORM NOTES

NOTES ON COMPLETING THE APPLICATION FORM

Applications will focus on one of the project topics which have been proposed and potential supervisors are free to apply for more than one topic. The topics provide scope for flexibility in terms of shaping the research questions, design and methods. Academics are encouraged to discuss their proposals with Skills Development Scotland. The PhD student will also have considerable freedom to develop their ideas and the approach to the PhD in the course of their three years of study.

In the application form in the Annex, applicants are invited to set out their preferred theoretical and methodological approach to the topic. Skills Development Scotland will be interested in relevant findings arising from the student’s work throughout the course of the PhD, however, the main focus of the PhD will be high quality academic work and the application form should reflect this.

Applicants from any relevant social science discipline (from an SGSSS accredited pathway) are invited to apply for the PhDs.

Research Topics

SDS presents the following themes as important areas of research in relation to skills development in Scotland. The topic outlines below provide the broad context for each theme and a pose a number of key questions of interest to policy-makers and practitioners. Applicants are encouraged to design innovative PhD proposals based on these themes.

The PhD proposals will identify an appropriate starting title, frame the research objectives to align with both academic and policy interests and identify clear research questions that fit within the broad topic outline. There is also scope for fresh thinking in designing innovative and robust methodological approaches to answering the research questions.

For all of the PhD topics it is anticipated that a strong Scottish focus will be incorporated in the PhD (for example through case studies or fieldwork).

The research findings from these topics will contribute to a new, collaborative body of knowledge which adds to the strategic and cross-cutting evidence base on skills. PhD students will join an emerging cohort of doctoral candidates engaged in collaborative, policy-relevant research around important skills-related issues, as well as becoming part of a thriving research community within the host university.

SGSSS-SDS Collaborative PhD Programme: Topic Descriptions 2018

SDS presents the following themes as important areas of research in relation to skills development in Scotland. The outlines below provide the broad context for each theme and pose a number of key questions of interest to policy-makers and practitioners. Applicants are encouraged to design innovative PhD proposals based on these themes.

The PhD proposals will identify an appropriate starting title, frame the research objectives to align with both academic and policy interests and identify clear research questions that fit within the broad topic outline. There is also scope for fresh thinking in designing innovative and robust methodological approaches to answering the research questions.

For all of the PhD topics it is anticipated that a strong Scottish focus will be incorporated in the PhD (for example through case studies or fieldwork).

The research findings from these topics will contribute to a new, collaborative body of knowledge which adds to the strategic and cross-cutting evidence base on skills. PhD students will join an emerging cohort of doctoral candidates engaged in collaborative, policy-relevant research around important skills-related issues, as well as becoming part of a thriving research community within the host university.

1. Transitions and labour market outcomes for ethnic minority young people in Scotland.

Scotland has an increasingly ethnically diverse population, especially among the younger age groups. It is therefore important to ensure that young people from ethnic minority backgrounds are able to make successful transitions to the labour market and fulfil their potential.

However, substantial evidence base points to the persistence of ethnic minority disadvantage in the labour market in both Scotland and the rest of the UK. Those from ethnic minority backgrounds are more likely to be concentrated in low paid, low skilled jobs, are less likely to progress to higher levels in the workforce. Differences also exist across and within ethnic groups. Those with African, Bangladeshi or Pakistani backgrounds and gypsy travellers are far more likely to experience persistent labour market inequalities when compared to other ethnic groups.

In contrast to labour market outcomes, young people from ethnic minority backgrounds tend to have higher levels of educational achievement. On the whole they do better at school, gain better qualifications and progress on to higher education in larger numbers. However, this advantage is not translated into positive labour market outcomes and suggests that once ethnic minority young people reach the labour market they are somehow at a disadvantage.

Focusing on Scotland, the main aim of this research will be better understanding the gap between high educational achievement and persistent labour market inequality among ethnic minority young people. By focusing on a number of different pathways to employment, it will examine the transition from education to employment and seek to identify some of the barriers to successful labour market progression. In doing so, the research will seek to identify potential lessons for policy and practice in the fields of education and employment.

The research will use a mixed method approach. It is anticipated that administrative and large scale secondary data sets will be used to explore educational and labour market transitions in more detail (for example data from SFC, HEFCE and UCAS, in addition to exploring the potential in other data sets). The research could also include primary research with ethnic minority young people.

Key Questions

In particular the research may address the following questions:

At which point in the transition from education to employment does ethnic minority disadvantage oc-cur or is it a cumulative process - for example, does subject choice or choice of college or university have an impact?

Are there differences in routes between ethnic minority young people at college, university or taking an apprenticeship?

How do experiences and outcomes vary across different ethnic groups and what accounts for these dif-ferences?

Do the pre-employment experiences of ethnic minority groups differ - are there differences in the up-take of work placements, internships and other contact with employers?

What are the policy and practice implications for improving the labour market outcomes for ethnic mi-nority young people - what works / doesn’t work in terms of improving labour market outcomes?

2. Adapting to a changing landscape – What drives learners’ and employers’ response to new work-based learning opportunities in Scotland?

The apprenticeship landscape in Scotland has changed in recent years. Some of the major changes include:

the continued rise in the number of Modern Apprenticeship starts the introduction of Foundation Apprenticeships, to provide some school pupils with a deeper un-

derstanding and experience of the world of work the development of Graduate-Level Apprenticeships to provide a work-based learning route to a

degree-level qualification the introduction of the Apprenticeship Levy across the UK continued media discussions and improved evidence around the relative merits and benefits of aca-

demic routes and qualifications as compared to traditional vocational routes

Deeper insight is required into the drivers of individual and employer behaviour to influence the future design, delivery and communication of the new work-based learning landscape.

There is increasing evidence on the benefits of apprenticeships to individuals1 and employers2. For example SDS surveys have examined: the use and views of the programme; benefits and impacts and short term outcomes. In addition there has been a renewed interest in the lifetime value of qualifications to individuals3 and the Exchequer4,5.

A key focus of this research is to examine employer and individual awareness, understanding and response to the new apprenticeship landscape. There will also be a focus on how these new opportunities complement traditional academic routes and where potential overlaps exist. In particular, the research should provide a deeper understanding of what influences individual and employer choices in response to work-based learning opportunities.

There are a number of existing sources which may underpin this study:

Previous SDS research into individual and employer satisfaction levels with MAs Ongoing SDS research with participants in Foundation Apprenticeships Existing SDS administrative datasets on participation in apprenticeships Secondary data such as the UKCES/DfE Employer Perspectives Survey 2016

Key Questions

In particular the research may address the following questions:

What levels of awareness are there amongst individuals and employers about the new apprentice-ship landscape?

1 http://www.skillsdevelopmentscotland.co.uk/media/42085/ma-outcomes-report-2016-final.pdf

2 http://www.skillsdevelopmentscotland.co.uk/media/35594/ma_employer_survey_2015_final_sep_15.pdf3https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/137878/bis-13-636- review-of-the-economic-benefits-of-training-and-qualifications-as-shown-by-research-based-on-cross-sectiona-and-administrative-data.pdf4https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/259302/bis-13-637-a- disaggregated-analysis-of-the-long-run-impact-of-vocational-qualifications.pdf5https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/383646/ Estimation_of_the_labour_market_returns_to_qualifications_gained_in_English_Further_Education_-_Final_-_November_2014.pdf

Are the benefits and impacts of work-based learning known to individuals and employers? If so, in what way and at what level?

What drives employers and individuals to participate in the new apprenticeships?

Why do some employers and individuals eschew the new landscape?

Will the provision of more robust evidence on wage returns, employment benefits and productivity gains influence behaviour? What else might be needed to influence behaviour?

What are the implications for the future development and design of the apprenticeship system in Scotland?

3. SME engagement and best practice in creating workplace learning environments for WBL

Small and medium-sized enterprises (SMEs) make up 99% of Scotland’s private sector enterprises and employ 55% of the Scottish private sector workforce6. They are an important part of Scotland’s economy but are less likely to have staff undertaking an apprenticeship and fund or arrange staff training than large enterprises (Employer Perspectives Survey 2016).

Evidence to date:Some of the issues SMEs may face when engaging in WBL include:

Availability of staff to supervise learners Availability of equipment required to cover all aspects of training Unsure off the benefits of work based learning The infrastructure and culture of learning or training in the organisation7

Barriers which SMEs state prevent them from engaging in Apprenticeship programmes include: Affordability, costs to take on an additional member of staff Job role may not lend itself to a full apprenticeship Not having sufficient work to take on an apprentice Would prefer to recruit a skilled person if they have a vacancy Current staff are already highly skilled Only require someone to work part time89

Furthermore, MA Employer surveys show that SMEs are less likely to state that MAs are important to their business and workforce development and less likely to recommend MAs to other employers in their sector than large enterprises.

While we know that SMEs are less likely to engage in work based learning, more evidence is required to further understand the barriers and the policy responses needed to overcome them, taking the lead from best practice workplace learning environments and the views of employers.

The overall aim of the project is to examine and understand the barriers Scottish SMEs face in engaging with WBL. The research should also indicate how these barriers can be overcome, by examining the role of the employer in creating suitable learning environments in the workplace and identifying best practice approaches.

6 http://www.gov.scot/Topics/Statistics/Browse/Business/Corporate/KeyFacts7 http://www.cedefop.europa.eu/en/publications-and-resources/publications/91028 https://www.aat.org.uk/news/article/smes-increasingly-going-down-apprenticeship-route-aid-their-future-growth9 https://marketingstockport.co.uk/news/quarter-smes-want-overcome-barriers-apprenticeships/

It is anticipated that this PhD could employ both qualitative and quantitative research methods to obtain employers’ views on WBL. The PhD research should also examine how workplace learning can be made more suitable for SMEs.

Key Questions

In particular the research may address the following questions:

What are the barriers for SMEs in Scotland engaging in WBL? Are these similar across sectors? What can be done to encourage SMEs to be more engaged in the WBL system? What is the role of the employer in creating workplace learning environments? What is best practice in creating workplace learning environments for SMEs? What elements of the design of the WBL system could influence greater SME involvement?

4. Effect of technological change on skills – creating models for the future

Some commentators (such as Klaus Schwab of the World Economic Forum and Mark Carney of the Bank of England) are heralding a fourth industrial revolution (skills 4.0), driven by technological changes. It is important to investigate the impact that the fourth industrial revolution will have on the world of work, and subsequently the skills required for this.

Primary and secondary research point towards a set of skills that enable people to thrive within an environment of constant change as well as to create innovation that will drive the Scottish economy – higher order skills that enable other skills to develop. These are classified under three key competencies – social intelligence, personal management and innovation.

Although the literature paints a good picture of the changes we can expect in the coming years, this industrial revolution is unlike those that have happened previously as the technological change has become exponential. The pace of change will increase.

In addition, technological advancements are met by other large scale societal and demographic shifts such as further globalisation, an ageing population and ageing workforce, with increasing diversity within this workforce. All of this will have implications for individuals, learning institutions and the skills system as a whole.

The aim of this project will be to analyse the effect that ever-faster technological change has had on skills use in the workplace to create models for the future of work in Scotland. Areas of focus include but are not limited to: workforce composition, the nature of work, employment levels and patterns, sectoral shifts and potential societal impacts.

Historical economic and social trends, along with future projections, should underpin this work. Similarly, a review of practice elsewhere should inform the analysis. Perhaps more importantly, some detailed case studies and interviews with leading thinkers in this area could draw out common themes and suitable responses.

Key Questions

In particular the research may address the following questions:

How might Scotland’s workforce in the future differ from the current workforce? What will drive these differences?

What is the effect of ever-faster technological change on:o Employers’ demand for skilled workerso The skills’ workers will need in the futureo Skills atrophy and skills obsolescence – how big a challenge will these issues be for workers

and what implications will that have on their requirement to upgrade skills through their working life

How should the Scottish skills system respond to the likely impacts of ever-faster technological change?

Can learning keep pace with the need to deliver on skills 4.0?

5. New Opportunities for Work-Based Learning in High Performance Organisations

High performance working is characterised by ”a general approach to managing organisations that aims to stimulate more effective employee involvement and commitment to achieve high levels of performance”. The most innovative organisations are more likely to adopt high performance working.

Looking across the UK, the core question is how do work-based learning opportunities differ in high performance organisations as opposed to other organisations? And what implications does this have for the design and efficacy of work-based learning programmes?

The policy importance of High Performance Working explicitly recognises that simply increasing the supply of skilled labour may not result in the step-change required in productivity. The UK Commission for Employment and Skills identified key characteristics of high-performing workplaces10

Employee Involvement Skills Acquisition Motivational Practices

Task discretionTask varietyProblem solving teamsDescriptionsProject teamsTeam briefingsSuggestion schemeStaff survey

InductionWork shadowingOff-the-job trainingOn-the-job trainingTraining planTraining budgetAnnual performance reviewEvaluation of training

Organisational Performance-related pay Individual performance-related pay Formal employee consultation procedures Formal discipline and dismissal procedures Flexible benefits Flexible working Equal opportunity policy

Previous comparative international research has also shown the choices made between the use of legislation to promote the uptake of high performance working, compared to encouraging a more voluntary approach by employers. The importance of skills utilisation in driving productivity gains is also recognised.11

Specific challenges in increasing the uptake of high-performance working practices have also been identified12. A critical question is whether or not high-performing workplaces have specific requirements of the work-based learning system.

10 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303154/evidence-report-71-executive-summary.pdf11https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/304956/ International_approaches_to_high_performance_working_evidence_report_37.pdf12 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/34638/12-1195-promoting-high-performance-working.pdf

The purpose of this PhD is to examine if WBL interventions in high-performing workplaces are more effective, especially in delivering innovation and productivity improvements. The importance of employee task discretion and the relevance of product market strategy in determining what works should be examined. Looking at best practice across the UK, the research will inform the future design and delivery of the WBL offer in Scotland.

This PhD should identify suitable official datasets to support the analysis. In particular, the research could review the opportunities afforded by existing large scale data sets and surveys such as the UKCES Employer Perspectives Survey 2016 in general and the Scottish element of this in particular

Key Questions

In particular the research may address the following questions:

Are the opportunities for work-based learning in high performing organisations different from those in other organisations? If so, how and why?

Is work-based learning more or less effective in high-performing workplaces?

What does this mean for the design and promotion of work-based learning programmes?

What can be done to further enhance the effectiveness of work-based learning in high performing organisations?

6. The development of skills for the future of work

There is a body of writing to suggest that the skills needed in the workplaces of tomorrow will be higher order, transferable skills; these have been described as “meta-skills” and references to “meta-cognition” also are applicable. Various organisations across the world have been interested in these skills and describe them in different ways. From an existing body of evidence and primary research13, a model has been developed describes these skills under three headings, “Personal Management”, “Social Intelligence” and “Innovation”.

Background information for this has also come from indicative research on a comparison of meta-skills development in work-based learning. Although some research exists on how such skills could be measured and how neurodiversity affects the development of these skills, more evidence is required to develop an understanding of the ways in which these skills are developed in different settings.

The research will explore how people develop meta-skills within work-based learning settings and within other settings. These other settings can include wider workplace learning, academic settings (school, college or university) and wider learning experiences (community learning). This will increase understanding on what particular activities and learning experiences develop these skills.

The focus of this studentship is on the development of meta-skills needed for the workplace of tomorrow. The studentship will critically review models from existing research and develop a measurement tool to analyse how these skills are developed by individuals. The theoretical basis for the development of these skills could come from cognitive, psychological or neuroscientific perspectives.

Key Questions

In particular the research may address the following questions:

13 SDS Internal Research

How do we measure the development of meta-skills? How are meta-skills developed and what is the best environment to develop these in? Does the workplace setting influence the development of meta-skills? Do particular activities and learning experiences influence the development of meta-skills?

Training Pathway(s):Topic:

ANNEX 1: APPLICATION FORM

SKILLS DEVELOPMENT SCOTLAND & SGSSS-DTP PROPOSED CO-FUNDED POSTGRADUATE STUDENTSHIPS - 2018 COMMENCEMENT APPLICATION FORM

COMPLIANCE WITH THE DATA PROTECTION ACT 1998In accordance with the Data Protection Act 1998, the personal data provided on this form will be processed by the Scottish DTP and may be held on computerised database and/or manual files.

Applicant

Name:

Degree Awarding Organisation

Higher Education Institution(s):Department(s):Degree Programme (e.g. PhD in Economics):

Project Details

PhD Title

PhD Supervisors

First Supervisor Details

Research Organisation:

Supervisor:

Research Experience:

Existing Students and Projects:

Submission Rate:

Has the primary supervisor attended PGR Supervisory Training in the last 5 years?

YES [ ]

NO [ ].

Please note: if no, then evidence of training will have to be provided prior to the award letter being issued

Second Supervisor Details

Research Organisation:

Supervisor:

Research Experience:

Existing Students and Projects:

Submission Rate:

Project Summary

Max 500 words

Proposed Training and Support

Give details of how subject-specific and core research training will be met (mandatory, max. 800 words).

Supervision Details

Please describe the supervisory arrangements and, where there is more than one supervisor, please state how the supervision duties will be shared. If the main supervisor leaves or is unable to continue, please outline how the student would be supported.

Proposed Selection, Recruitment and Induction

Detail the student selection, recruitment and induction procedures (mandatory, max. 800 words) Please note that the studentship (if awarded) needs to be advertised.

If this proposal does not involve overseas fieldwork, can you confirm that the proposed fieldwork is likely to be undertaken within the notional RTSG of £750p.a.. If not, please explain why and specify any likely additional costs. Please specify how additional costs will be met.

PLEASE ATTACH A DETAILED PROPOSAL FOR THE PhD.

This should cover background, aims, plan of action, anticipated outcomes, research training, pathways to impact and the research environment.

This should not exceed two sides of A4.

Please use formatting (e.g. bullet points) to increase the clarity of your text and please use font no smaller than 11 pt in size.

Possible Fit with AQM, Data Set, Interdisciplinary Steer:

In 200 words or less, please specify if this application meets the specification for a Social Science Steer award. Please use the AQM/ESRC Data Set /Interdisciplinary steer guidance to make this justification. If yes, please also ensure that the steer is reflected in the proposal. For an ESRC Data Sets award please specific the exact Data Set(s) you propose to use from the Appendix of the above document.

Please email completed application form and research proposal to studentships@socsciscotland.ac.uk by 14th December 2017. No applications will be accepted after this date.

Annex 2: SDS Award Marking Framework 2018

Research Proposal (OUT OF 10) Supervision & Training (OUT OF 5)10 An excellent

proposalscoring well in terms of both cogency and originality. All components– overview,context, methodology, and impact – will be well thought out and clearly expressed.

As (9) but proposal is exceptionallygood in all of its components.

9 As (8) and proposal is highly originaland innovative, at the cutting edge of developments substantively and methodologically.

8 As (7) and proposal contains clearawareness of the potential impact of the research.

7 A well-defined proposal withresearchable questions, appropriately identified sources, an awareness of the theoretical and empirical background to the research and an appropriate methodology.

6 A good andpromising proposal but with identifiable weaknesses. Some, but not all, components of the proposal will be problematic,ill-expressed,or show a lack of knowledge.

A good proposal with only minor butstill identifiable weaknesses. The research question will be clear, the methodology appropriate and clearly presented, and most of the appropriate literature identified.

5 A promising proposal that suffersfrom several weaknesses. Themethodology is appropriate but ill- expressed. The proposal is only weakly grounded in relevant literature.

Supervision arrangements represent a near-perfect fit withthe proposed research. The supervisory team includes anexperienced supervisor with internationally-recognised expertise in the field. The supervision combination meets directly the studentship’s training needs. The destination HEI offers high-quality specialist training. The research fits well with the wider department/school/faculty.

4 A proposal with one seriousweakness or several minor ones,which suggests gaps in knowledge and a weak grasp of the proposed methodology and its suitability.

Supervision arrangements represent a very good fit with theproposed research. The lead supervisor is an experiencedsupervisor with a strong reputation for research in this field, and the combination of supervisors offers the student good training in the field. There is provision of advanced and specialist training and a broadly supportive research environment at the destination HEI.

3 A proposal with significantweaknesses in multiple components,little appreciation of possible methodologies, and/or awareness of relevant literature.

Supervision arrangements represent a good fit with theproposed research. The lead supervisor will be an expert inthe field and the combination of supervisors will offer good support to the student. The HEI offers good general support and advanced training for the student.

2 A problematic proposal that would need considerable additional work before being fundable. All components of the proposal will require further work and/or demonstrate little or no background or interest in their subject.

Supervision arrangements are appropriate and thesupervisor has experience in the precise area of theproposed research. The supervisory team offers good general support and the HEI offers some advanced training for the student.

1 Supervision arrangements and support offered by the HEImeet the threshold for ESRC recognised training on thispathway. Note: supervision arrangements below this threshold do not meet the ESRC training requirements and students should not be offered DTP funding on this basis.