You searched for feed - Vitae https://vitae.ac.uk/ Fri, 31 Jan 2025 16:57:56 +0000 en-US hourly 1 https://wordpress.org/?v=6.7.1 REF 2029 PCE workshops https://vitae.ac.uk/policy/research-culture/ref-2029-pce-workshops/ Fri, 31 Jan 2025 16:57:55 +0000 https://vitae.ac.uk/?page_id=2920 The post REF 2029 PCE workshops appeared first on Vitae.

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Sector workshops, May-October 2024 

Expressions of interest are now closed. If you would like to feed into the project in another way, Technopolis UK are running a survey that complements the workshops. You can find out more and access the survey via the Technopolis UK website.

What are the workshops? 

We ran 14 online workshops in May-October 2024 to co-develop indicators on research culture and environment. The workshops were divided into three phases, allowing for reflection and iteration with the sector. The approach is informed by the SCOPE Framework for Responsible Research Assessment.

Phase 1: An initial series of four scoping workshops will explore what the sector wants the indicators to do, the aspects of PCE that most effectively support high-quality research and impact, how these aspects might be evidenced, and any potential discriminatory effects.

Phase 2: A series of eight thematic workshops will then probe more deeply into different aspects of PCE and allow participants to collectively test the reliability and robustness of potential indicators and assessment options.

Phase 3: Two final review workshops will consider the full draft list of indicators and draft questionnaire, probing these for unintended consequences, gaming, discriminatory efforts, and comments on the cost and feasibility of data collection. One of these will be open to the sector, the other by invitation only for representatives of the REF PCE pilot exercise institutions.

The workshops will be complemented by a survey on the development of REF PCE indicators, allowing institutions, networks, special interest groups, and individuals to have their say on key questions. The survey will be open from Monday 24 June – Friday 13 September.

See the full timetable of workshops.

Who can participate? 

The workshops are open to anyone with an interest in the REF, research assessment, and research culture in higher education institutions.

This includes, but is not limited to: senior university leaders, research culture specialists, professional services staff (e.g. HR professionals, REF managers), research-related staff (e.g. librarians, technicians, careers advisors), academic and research staff at all career stages, doctoral researchers, knowledge exchange and public engagement specialists, representatives from learned societies and disciplinary bodies, policy professionals, funders, and users of research. 

We will allocate workshop spaces after the closing date (Wednesday 8 May), seeking to ensure we have a balance of roles, institution types, and organisational perspectives in each workshop. To ensure that as many perspectives as possible can be heard, we may need to limit individual participation to one workshop. You are able to express your first and second preferred workshops on the expression of interest form.

What will participation involve? 

Each workshop will last three hours (with breaks), will be held online, and involve up to 40 participants. The workshops will include short presentations on REF PCE and what ‘fair’ indicators look like, as well as group discussions in facilitated breakout rooms. A Mural board (online whiteboard) and Menti online polling will be used to support participation. 

Workshops may be recorded for notetaking purposes and all contributions will be anonymised in subsequent reports.

Who will run the workshops? 

The workshops are part of the REF PCE indicators project commissioned by Research England on behalf of the UK’s four higher education funding bodies. The project is co-led by Technopolis UK and Vitae, in partnership with sector organisations and networks that bring a range of perspectives and expertise on different aspects of people, culture and environment.

The workshops will be co-facilitated by Vitae, Technopolis UK, and project partners the Association of Research Managers and Administrators (ARMA), the UK Reproducibility Network (UKRN), the Future Leaders Fellows Development Network (FLFDN), the National Association of Disabled Staff Networks (NADSN), the Black Female Academics Network (BFAN), and the National Co-ordinating Centre for Public Engagement (NCCPE). These organisations and networks will be involved in the interpretation of the findings, iteration of indicators, and the development of recommendations.

The Institute for Technical Skills and Strategy (ITSS) and the authors of the Metric Tide Revisited – Stephen Curry, Elizabeth Gadd, and James Wilsdon – will additionally collaborate in relevant workshops.

What will happen after the phase 3?

Summaries of the discussions and issues raised will be analysed and the findings used to further iterate and develop the draft PCE templates and list of indicators. This analysis will be supported by expert insights from our project consultants, Stephen Curry, Elizabeth Gadd, and James Wilsdon.

The revised template and indicators will underpin engagement activities with the PCE pilot panels, the PCE pilot exercise, and a second period of sector engagement.

Further information about the REF PCE pilot exercise can be found on the REF 2029 website. 

Timetable for the workshops

Phase 1: 

  1. REF PCE indicators scoping workshop 1, Wednesday 22 May, 1.30-4.30pm
  • This workshop explore the elements of research culture and environment that most effectively support the production of high-quality research and impact, and how the sector wants the indicators to be used (e.g. to assess commitment to PCE, to incentivise behaviour change, to gain traction internally, to reward progress).
  • The workshop will run twice with the same agenda (see workshop 2).
  1. REF PCE indicators scoping workshop 2, Thursday 23 May, 9.30-12.30pm
  • This workshop explore the elements of research culture and environment that most effectively support the production of high-quality research and impact, and how the sector wants the indicators to be used (e.g. to assess commitment to PCE, to incentivise behaviour change, to gain traction internally, to reward progress).
  • The workshop has the same agenda as workshop 1.
  1. REF PCEindicators scoping workshop3, Tuesday 11 June, 9.30-12.30pm
  • This workshop will explore options for evaluating different elements of research culture and environment at institutional and disciplinary levels, the availability and quality of evidence within institutions, and context-specific considerations that will need to be taken into account.
  • The workshop will run twice with the same agenda (see workshop 4).
  1. REF PCE indicators scoping workshop 4, Thursday 13 June, 9.30-12.30pm
  • This workshop will explore options for evaluating different elements of research culture and environment at institutional and disciplinary levels, the availability and quality of evidence within institutions, and context-specific considerations that will need to be taken into account.
  • The workshop has the same agenda as workshop 3.

Phase 2: 

  1. Strategy in REF PCE 1 – research governance, Wednesday 3 July, 1.30-4.30pm
  • This workshop will explore assessment options and test indicators relating to how research is managed and governed at a strategic level.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: research assessment reform, open research strategies, diversity of research and outputs, academic freedom, environmental sustainability, commercialisation, infrastructure and facilities.
  1. Strategy in REF PCE 2 – people and talent, Friday 5 July, 9.30-12.30pm
  • This workshop will explore assessment options and test indicators relating to how support for people and talent is fostered at a strategic level.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: research leadership, equality, diversity and inclusion (EDI) strategies, health and safety, sabbaticals, mental health and wellbeing, doctoral education, and recognition for research-enabling staff.
  1. Integrity and the research process in REF PCE, Friday 6 September, 1.30-4.30pm
  • This workshop will explore assessment options and test indicators relating to research processes and practices at both institutional and disciplinary levels.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: training and initiatives to embed research integrity, ethics and reproducibility, recognition of authorship, open research methods and approaches, and care and respect for participants.
  1. Openness and collaboration in REF PCE, Monday 9 September, 1.30-4.30pm
  • This workshop will explore assessment options and test indicators relating the processes and practices that enable collaborative, engaged, and interdisciplinary research environments.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: collaboration and knowledge sharing between higher education institutions, collaboration and co-production with external partners, knowledge exchange mechanisms, impact, open communication, and support for interdisciplinary and team working.
  1. Employment and recognition in REF PCE, Tuesday 10 September, 1.30-4.30pm
  • This workshop will explore assessment options and test indicators relating to the employment and progression of staff, including policies and practices that contribute to the broadening of what and who is recognised and valued in research.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: contractual arrangements, fairness and transparency in recruitment and progression, career pathways for research-enabling staff, responsible research assessment practices, and support for inter-sectoral mobility.
  1. Professional and career development in REF PCE, Wednesday 11 September, 9.30-12.30pm
  • This workshop will explore assessment options and test indicators relating to the professional and career development of researchers and research-enabling staff.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: career development across all career stages, supervision and line management, appraisals and reviews, time for professional and career development, and support for career diversity.
  1. Equality, diversity and inclusion in REF PCE, Thursday 12 September, 9.30-12.30pm
  • This workshop will explore assessment options processes and practices that relate to equality, diversity and inclusion (EDI) in research and research careers.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: enhancing access to and participation in research from underrepresented groups, accessibility, career breaks and disruptions, and the diversity of research teams.
  1. Collegiality and belonging in REF PCE, Friday 13 September, 1.30-4.30pm
  • This workshop will explore assessment options processes and practices that foster collegiality and belonging, and enable staff to succeed.
  • The topics to be discussed will be finalised after the scoping workshops, but may include: staff networks, peer mentoring, involvement of staff in decision-making processes, competition, and action on bullying and harassment.

Phase 3: 

  1. REF PCE indicators review workshop 1, Thursday 3 October, 9.30-12.30pm
  • This workshop will consider the full draft list of indicators, draft questionnaire, and the emerging recommendations for the REF Steering Group. Participants will work in small groups to refine indicators that remain problematic and probe the full list for unintended consequences, gaming, discriminatory efforts, and the cost and feasibility of data collection.
  1. REF PCE indicators review workshop 2 (invitation only – for PCE pilot institutions), Friday 4 October, 9.30-12.30 pm
  • This workshop, for invited representatives from PCE pilot institutions, will run with a similar agenda to REF PCE indicators review workshop 1. It will consider the full draft list of indicators, draft questionnaire, and the emerging recommendations for the REF Steering Group.

Expressions of interest are now closed. We hope to let everyone know of the outcome by Friday 17 May.

If you have any enquiries, the project team can be reached via policy@vitae.ac.uk.

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]]> Making a difference to society and culture through research https://vitae.ac.uk/resource/skills-for-research/research-outputs-and-impacts/making-a-difference-to-society-and-culture-through-research/ Fri, 24 Jan 2025 16:17:21 +0000 https://vitae.ac.uk/?post_type=resource&p=2384 The post Making a difference to society and culture through research appeared first on Vitae.

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How would you like to impact the world with your research?

As a researcher, you have a responsibility for the impact your research has on the world.

Understand your values and align with organisations, communities, and businesses who can help your research to have a wider reach and impact.

A woman talks with a man, who has his back to the camera. Both are holding coffee cups.

What is affecting society and culture through research?

  • A deeply held concept at the heart of academic life is the belief that research and researchers can make a difference to society and even change the world.
  • There are many ways to contribute to the wider society, through sharing knowledge, involving individuals and communities with your work, and by influencing policy.
  • One way to do this is by understanding the value and impact of research-informed policy-making and the correspondent responsibility of this.
  • Understand the wider context you are operating within, in order to contribute to policy-making, or social, environmental, political, cultural or economic development.
  • Part of being a researcher is having empathy and seeing the world from another’s point of view, so take into account how your research could impact other peoples’ lives.
  • Making a difference on a wider scale involves understanding the needs and concerns of individuals and communities and incorporating feedback from stakeholders.
  • The ultimate aim for researchers is to enrich society with their research.

Why is it important to affect society and culture through research?

  • Research can affect policies and activities implemented at local, national or international levels by governments and organisations, which have an impact on society and the economy.
  • The history of research has shown that research provides many developments, advancements in knowledge, new ideas and technologies, and better ways of organising and understanding society. Researchers are now expected to collaborate with, and form partnerships with, organisations and communities, to ensure that society and research maintain a two-way dialogue, with each informing the other.
  • The wider public can also have an impact on research, and influence it, by taking part in national data surveys for example. Wider society also has expectations for how researchers and their institutions should behave and operate. Society wants to know the new futures that researchers are imagining and creating, as well as having a say in them.
  • As universities rely on public funding, in turn they must demonstrate their responsibility, and be accountable and transparent.
  • Researchers also have responsibilities – see our page for the full guide on this.
  • Society expects that businesses and organisations should be responsible and act with integrity; this stems down to researchers, who need to be aware of their own behaviour and its impacts.
  • It is the current expectation to be: ethical, fair, generous with knowledge, to do no harm, to be sustainable, and to be mindful of the wider community.

How can you improve your ability to affect society and culture through research?

Maximise your impact

make a list of all the ways you can and do have an impact with your research. Consider this on local, national and international levels, and in terms of society, economics, politics, culture and the environment. See our helpful links section below for resources on how to measure the impact of your research.

Review your professional network

review your network to deduce who could assist you in contacting and communicating with policy makers or local, national or international communities. Maintain good working relationships with people in a variety of sectors. Take an interest in your colleagues in your department and listen and learn from diverse voices. Start engaging with the local community by volunteering, or inviting them to your university, where they can learn about your research.

Understand your values

are you clear on your agendas and personal values? Are you clear on the values behind your research and your institution? Are these in alignment? Identify any areas of conflict. Do you have any social leadership responsibilities, as a representative of your institution? Identify the activities you can engage in that align with your values and that can simultaneously enrich society.

Involve stakeholders

get your colleagues, students, and less experienced researchers involved in your policy making, impact activities and community engagement. Approach your institution’s social responsibility department (or relevant department) about how you can contribute to the organisation’s vision.

Learn how to lobby stakeholders

Use lobbying techniques on the right people of influence and find out who makes the decisions and how these are made. Find someone who is an expert in this area and ask them for advice. Take some time to reflect on your political skills. Are you politically aware? Are you able to obtain resources, and deploy these for the benefit of others and to influence outcomes?

Final takeaways

  • A deeply held concept at the heart of academic life is the belief that research and researchers can make a difference to society and even change the world.
  • The history of research has shown that research provides many developments, advancements in knowledge, new ideas and technologies, and better ways of organising and understanding society. Researchers are now expected to collaborate with, and form partnerships with, organisations and communities, to ensure that society and research maintain a two-way dialogue, with each informing the other.
  • Maximise your impact – make a list of all the ways you can and do have an impact with your research. Consider this on local, national and international levels, and in terms of society, economics, politics, culture and the environment. See our helpful links section below for resources on how to measure the impact of your research.

Useful links

UKRI – Impact toolkit for economic and social sciences

PESTLE Analysis

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]]> Publication https://vitae.ac.uk/resource/skills-for-research/research-outputs-and-impacts/publication/ Wed, 22 Jan 2025 17:21:36 +0000 https://vitae.ac.uk/?post_type=resource&p=2173 The post Publication appeared first on Vitae.

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Why is publication important?

Communicating your research is as important as conducting the research.

If you don’t tell anyone about your research, how will your work reach the audience it deserves? Learning how to get your research published is crucial for researchers aiming to make an impact.

women-in-a-library

What is publication?

  • Publishing is the primary means of getting your research into the public domain for the purpose of sharing knowledge with research communities and the wider community.
  • Most journal articles go through a process of peer review before publication. This involves your work being assessed by other researchers, who did not help you create the work but who are considered informed on the subject. Peer-reviewed articles are considered highly regarded.
  • Many journals accept reviews of work published in a particular field as well as primary research reports. Media articles, books, blogs, policy documents or patient/public information leaflets are some of the alternative routes for communicating your findings.

Why is publication important?

  • Through publication your research can have an impact.
  • Publishing for the academic community can inform the research of others and extend the knowledge base of your field.
  • Publishing via alternative routes can change attitudes, behaviours and practices beyond the research community, which in turn can lead to more impact socially and economically,
  • Publication is an important element of public scrutiny – the performance of research institutions is a matter of public scrutiny, so the number and significance of publications produced by an institution matters in terms of research success, and therefore of public funding received.
  • Publications are a tangible output of your research career – and they are a key measure of research success, which is vital if you want a career as a researcher. They are just as important to demonstrate your skills and knowledge to non-academic employers.

How can you improve your chances of getting published?

Improve your writing skills

Look for courses in academic writing. Make time for writing and plan it into your schedule, even before you begin researching. Ensure you have an optimal creative environment around you to do your best work. Analyse well – written papers to learn from. Consider your writing process and any emotional challenges this can trigger – speak to other researchers for how they manage. Always seek support from training or colleagues if you struggle writing for publication, and remember that you’re not alone.

Take a strategic approach

Take time to understand the publication process – consider where to submit your research article, look at what gets published, the audience, and the reputation and impact a journal has. This comes down to the number of citations this journal receives. Consider other important metrics such as journal circulation. Consider all the stakeholders in your research and think who may be interested in your research findings; include non-traditional routes into your publication plan. Avoid publishing results in short articles or by informal or non-traditional routes without first consulting with your researcher colleagues. This extends to being aware about publication ethics. Determine who in your team will be the lead author and who will write and organise which components. Find and adhere to guidelines and checklists for authors, and ensure you understand the peer review process and conventions relevant to your field. Consider pursuing a formal or informal pre-submission enquiry – this won’t increase your chances of acceptance but it could give a sense of whether the journal is likely to accept your article. Seek feedback from experienced reviewers for your article.

How can you build upon this?

Once you have built your publication record you may be invited to review submissions as a peer reviewer. To establish yourself as an active member of the research community in your field, accept these invitations, ensuring there is no conflict of interest and respond promptly and thoroughly. Joining an editorial board of a journal is another way to build your academic reputation; this is most likely to happen if you have already published good research in a particular journal and your reputation is already growing. If you support other researchers, offer them co-authorship advice and feedback on pre-submission and in dealing with the comments from reviewers. Pass to them requests to review journal articles, with the consent of the journal. Invite them to shadow you when you undertake such activities as reviewing a paper. You could even try establishing a journal club for your research team or department for early career stage researchers to learn how to successfully critique research papers.

Final takeaways

  • Publishing is the primary means of getting your research into the public domain for the purpose of sharing knowledge with research communities and the wider community.
  • Publishing for the academic community can inform the research of others and extend the knowledge base of your field.
  • Always seek support from training or colleagues if you struggle writing for publication and remember that you’re not alone.
  • Take a strategic approach – take time to understand the publication process – consider where to submit your research article, look at what gets published, the audience, and the reputation and impact a journal has.
  • If you support other researchers, offer them co-authorship advice and feedback on pre-submission and in dealing with the comments from reviewers. Pass to them requests to review journal articles, with the consent of the journal. Invite them to shadow you when you undertake such activities as reviewing a paper.

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]]> Communication https://vitae.ac.uk/resource/skills-for-research/research-outputs-and-impacts/communication/ Tue, 21 Jan 2025 15:51:36 +0000 https://vitae.ac.uk/?post_type=resource&p=2131 The post Communication appeared first on Vitae.

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How well can you communicate your research?

Being able to communicate your research is key.

Communicating well involves constructing arguments and condensing complex concepts for an audience to engage with. Our guide will help you to assess which aspects of communication you can develop.

A man standing at a podium giving a presentation in front of a big screen.

What is communication?

  • Communication is a key skill for researchers and is vital to your success in academic and non-academic career paths.
  • Good communication is about conveying complex concepts and information to a diverse range of people. This requires using tools and techniques to engage your audience.

Why is communication important for researchers?

Effective communication is at the heart of the researcher’s research practice. Communication is key, as without it, you will be unable to communicate your work and may not receive the recognition you deserve.

How can you improve your communication?

Communication methods

  • Seek opportunities such as volunteering to chair a seminar or conference session, which will enable you to develop the skills of asking questions, understanding other people’s research, and enhancing your critical thinking under pressure.
  • Or become involved in a public engagement activity, which will help you communicate the complexity of your research topic to non-specialist audiences.
  • Practice your argument skills with someone you trust. Put forth an argument with someone who has some knowledge in it too and see how you construct and defend your argument. The point is to develop and communicate your argument quickly. The other person can provide a critique or a counter argument.
  • You can take part in a knowledge transfer scheme to ensure that your research ideas, knowledge and skills all reach the widest possible audience.

Communication media

  • Make two lists – one of all the ways you communicate your research, for example oral presentations, and another list of all the media you use to communicate your research, for example by PowerPoint. Are there any gaps in these lists where you could improve upon the method or media you use? How would you find and implement using a new media type?
  • Seek out the training opportunities provided by your organisation or funder. There will be courses available in public engagement, media and academic presentations.
  • Utilise social media and a website of your own to communicate your research.
  • Can you make your presentations more interactive, more than a PowerPoint? Think about how to engage the audience and incorporate feedback polls or videos.
  • Once you are confident in your communication skills can you help others to improve as well? Share your knowledge of types of media with your colleagues.

Final takeaways

  • Good communication is about conveying complex concepts and information to a diverse range of people. This requires using tools and techniques to engage your audience.
  • Practice your argument skills with someone you trust. Put forth an argument with someone who has some knowledge in it too and see how you construct and defend your argument.
  • Make two lists – one of all the ways you communicate your research, for example oral presentations, and another list of all the media you use to communicate your research, for example by PowerPoint. Are there any gaps in these lists where you could improve upon the method or media you use? How would you find and implement using a new media type?

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]]> Collaboration- including collegiality, mentoring, influence and leadership in research https://vitae.ac.uk/resource/skills-for-research/research-outputs-and-impacts/collaboration-including-collegiality-mentoring-influence-and-leadership-in-research/ Tue, 21 Jan 2025 15:34:32 +0000 https://vitae.ac.uk/?post_type=resource&p=2128 The post Collaboration- including collegiality, mentoring, influence and leadership in research appeared first on Vitae.

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Do you have opportunities to collaborate?

Take the opportunities you can to work with others to strengthen your interpersonal and team working skills.

These skills will pay off in the long-term and will help you to build a network of support, crucial for your research career.

A woman talks with a man, who has his back to the camera. Both are holding coffee cups.

What is collaboration?

The attitudes and behaviours to work effectively with other people through different relationships. In this section it also includes collegiality, mentoring, influence and leadership.

Why is collaboration important?

  • Working well with others is an essential skill for life
  • Researchers need to be able to collaborate well with others as research brings many different people together
  • The strength of a team is the diversity of knowledge, skills and abilities that different individuals bring
  • Working in collaborations can bring numerous rewards, including new resources and funding opportunities

How can you improve your collegiality?

Collegiality refers to the relationships between peers working for a common cause. Between them, they respect each other’s independence of thought, intellectual property and abilities.

  • Understand your role within the wider context of your institution – this could involve becoming a departmental representative or a member of a local research staff association
  • Utilise appropriate communication channels to interact with colleagues and gage their feedback
  • Show consideration to others and seek advice at appropriate times while allowing time for responses, listen carefully to feedback and respond perceptively
  • Be approachable and find out about local norms and cultural niceties
  • Find opportunities to engage in constructive peer review

How can you improve your mentoring?

Mentoring is the process of supporting, advising and training your colleagues who have less experience in a particular area. Mentoring and coaching can be an invaluable source of support for individuals looking to develop their careers.

  • Undertake training in mentoring/coaching to develop your skills
  • Seek new opportunities and challenges for your mentee –aim to empower them with new responsibilities
  • Try to ask someone to be your mentor, preferably someone whose work you admire
  • Encourage and support peers – this could involve encouraging them to present at conferences, to write and to be published. Review presentations and papers, listen to practice presentations and provide constructive feedback. You may even advise on potential journals to submit to.

How can you improve your influence and leadership?

  • Understand your core values and lead from them – when you lead from your values you lead with authenticity, which will have more impact
  • Understand the strategy in place in your organisation and then find ways to contribute to it
  • Take opportunities to lead in meetings and propose actions

How can you improve your collaboration?

  • Learn from each other, and be open-minded about different ways of doing things
  • Build up a network of partnerships for collaboration through various activities such as contributing for bids for funding

Final takeaways

  • Working well with others is an essential skill for life
  • Collegiality refers to the relationships between peers working for a common cause. Between them, they respect each other’s independence of thought, intellectual property and abilities.
  • Mentoring is the process of supporting, advising and training your colleagues who have less experience in a particular area.
  • Understand your core values and lead from them – when you lead from your values you lead with authenticity, which will have more impact
  • Build up a network of partnerships for collaboration through various activities such as contributing for bids for funding

Useful links

Collegial

Mentoring

Influence and leadership

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]]> Building connections: Peer learning for researcher developers across Europe https://vitae.ac.uk/support-services/events/building-connections-peer-learning-for-researcher-developers-across-europe/ Tue, 21 Jan 2025 15:09:11 +0000 https://vitae.ac.uk/?page_id=2096 The post Building connections: Peer learning for researcher developers across Europe appeared first on Vitae.

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We invited those involved in supporting researchers across Europe to apply to be part of a new peer learning programme!

This peer learning program will facilitate cross-border connections among those with responsibility for supporting researchers with their career and professional development across Europe.

The aim of the program is for participants to have the opportunity to share practice, discuss key challenges, and learn from each other.

There will be a focus specifically on exchanging knowledge on supporting researchers transition into careers outside of academia, but peer groups are welcome to set the agenda for their own discussions based on their interests.

Three people sit around a table with laptops and other stationery in front of them. Behind them is a big glass window that looks out onto tress and sky. Photograph from Pexels by Kindel Media.

What are the aims of the programme?

  • To facilitate international networking and practice sharing between researcher developers, especially on supporting researchers with transitions beyond academia
  • To provide a safe space for sharing experiences and challenges
  • To facilitate problem-solving through supportive peer groups
  • To enable sharing of knowledge and practice across organisations and between countries

What is the commitment required?

We ask that participants commit to full participation, including:

  • Attending the induction meeting
  • Participating in three meetings with their group
  • Contribute to organising and facilitating their circles
  • Ensuring equitable, inclusive and accessible participation with their group

It is suggested that groups meet online 3 times during the course of the programme.

Participants were matched into small learning groups of between 3-5. An induction event will introduce the programme and offer some guidance on how to organise your sessions. Groups will be encouraged to meet three times over the course of the programme.

The pilot was open to anyone in an active role developing researchers who works at a research performing organisation.

The programme is focused on building connections within Europe. If your organisation is outside of Europe, please contact us. We may still be able to include you depending on numbers.

We recognise that job titles and exact roles for ‘researcher developers’ vary greatly across the sector – indeed, understanding how these roles differ across the world will be a key outcome of the programme.

An induction event will introduce the scheme in more detail and provide some guidance on running your groups. Individual groups will be given autonomy on exactly how they wish to run the group and when they meet. They will need to set up calls themselves and let the Vitae team know when they are planned. Vitae will also act as the contact point for any questions, issues or feedback. There will be a debriefing session to provide a chance to discuss the scheme and any next steps.

Researcher careers across borders: supporting careers beyond academia webinar

As part of this project we held a webinar in November 2024 to share international approaches to how researchers are supported to explore careers beyond academia.  

It aimed to bring researcher development professionals from across Europe together to discuss:  

  • What does this transition look like in different countries  
  • What works and doesn’t work in supporting researchers to navigate researcher careers 
  • Innovative approaches to supporting researchers  
  • How researchers are supported on the ‘other side’

During the event we heard from:

  • Johanna Stadlbauer – Head of the Postdoc Office at the University of Graz, Austria
  • Teresa Rosas – Academic Talent and EDI Officer, CREAF, Barcelona
  • Developing Business Aware Academics project, Centre for Innovation in Business Education at the University of Exeter, UK
  • Xavier Eekhout Chicharro – EU Project Manager – Researcher Career Development and Mobility at Fundación Española para la Ciencia y la Tecnología, FECYT
Image for vitae news december
european-commission-logo
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]]> Vitae Peer Mentoring Circles Pilot 2024/25: Researcher Developers Rock! – Find your band https://vitae.ac.uk/support-services/events/vitae-peer-mentoring-circles-pilot-2024-25-researcher-developers-rock-find-your-band/ Tue, 21 Jan 2025 12:21:23 +0000 https://vitae.ac.uk/?page_id=2063 The post Vitae Peer Mentoring Circles Pilot 2024/25: Researcher Developers Rock! – Find your band appeared first on Vitae.

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In September 2024 we launched a new peer mentoring opportunity for those with responsibility for developing researchers at Vitae member institutions.

The new initiative was developed by the Vitae Peer Mentoring Circles Steering Group and aims to convert the inherent diversity of researcher development roles from a challenge into a strength. The scheme has piloted inter-institutional Peer Mentoring Circles built on the framework of action learning sets, for researcher developers at any stage of their career.

The group-based approach aims to facilitate sharing of knowledge and good practice, and the creation of small, accessible professional networks for researcher developers.

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What are the aims of the programme?

  • To create small, accessible professional networks for researcher developers
  • To provide a safe space for sharing experiences and challenges
  • To facilitate problem-solving through supportive peer groups
  • To enable sharing of knowledge and practice across organisations
  • To build strength through diversity by being inclusive of all career stages, roles (within the development of researchers) and institution types

What is the commitment required?

Members of the pilot scheme will need to commit to full participation, including:

  • attending the induction meeting
  • participating in the mentoring circle meetings
  • contribute to organising and facilitating their circles (with support)
  • ensuring equitable, inclusive and accessible participation with their mentoring circle peers (with support).
  • It is suggested that groups meet online at least 3 times during the course of the pilot. We recognise that that life happens and this may impact your participation in the programme, but we do ask that you initially commit to full participation.

Each ‘circle’ of 5-7 individuals will be a small, accessible professional network for those who develop researchers. Within the pilot programme they will meet at least 3 times, using action learning set principles to discuss specific challenges they face.

The pilot was open to anyone in an active role developing researchers (research students and/or research staff) at a Vitae member institution.

We recognise that job titles and exact roles for ‘researcher developers’ vary greatly across the sector – for the purposes of the pilot, “Researcher Developers” are defined as working in a role which includes the development of researchers.

An induction event introduced the scheme in more detail including how the mentoring circles will run. Individual groups were given autonomy on exactly how they wish to run the group and when they meet. Vitae will support by setting up three calls for each group (for Stream A), but groups are welcome to meet more regularly. Vitae will also act as the contact point for any questions, issues or feedback.

Stream A – meetings set up by Vitae

Stream B – meetings set up by Circle

There will be a debriefing session to provide a chance to discuss the pilot scheme and future plans.

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Members of the Vitae Peer Mentoring Steering Group

  • Rosie Wadman – co-chair
  • Heather Mackenzie – co-chair
  • Alison Monkhouse
  • Emma Compton-Daw
  • Ger Downes
  • Jennie Cripps
  • Lisa Thompson
  • Saneeya Qureshi
  • Vani Naik
  • Rachel Cox (Vitae)
  • Hannah Russell (Vitae)

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]]> Supervising a doctorate https://vitae.ac.uk/resource/working-in-research/supervising-a-doctorate/ Fri, 17 Jan 2025 11:14:48 +0000 https://vitae.ac.uk/?post_type=resource&p=455 The post Supervising a doctorate appeared first on Vitae.

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How do you improve your role and skills as a supervisor?

As a supervisor, you play a crucial part in shaping the next generation of researchers by helping them navigate complex ideas, refine their methodologies, and contribute original knowledge to their field.

It’s a collaborative journey between doctoral student and supervisor – more on which we will look at below, along with the other key aspects to doctoral supervision.

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Supervising and supporting doctoral candidates

As a supervisor, supporting your doctoral candidates will be your priority. Support them by:

  • Adapting your management style to their growing independence
  • Encourage your researchers to engage in personal and professional development
  • Give regular feedback

What are further ways to support your doctoral candidates?

  • Encourage your doctoral students to give presentations on their work and to attend relevant conferences
  • Encourage your researchers to make a thorough writing up plan to structure their thesis writing
  • Encourage them to start planning for their careers and lives after their doctorates – starting their career development as early as possible is recommended – check out Vitae’s career development resources section
  • Remind your researchers of the importance of breaks and of mental and physical health while doing their doctorate
  • Keep them on track – often, PhD candidates experience a ‘slump’ half-way through – encourage them to keep motivated – see Vitae’s resources section on motivation

The supervisory relationship

Start thinking early on about how best to align the roles and responsibilities of your team, as these relationships will be paramount over the next three years or more.

As a supervisor, you will be a part of the supervisory team. What does the supervisory team consist of?

  • A doctoral researcher needs to have one main point of contact – usually the supervisor
  • Explain to your researchers the responsibilities of the supervisory team members and who they should contact if the supervisor is not available
  • Working with a supervisory team can be a valuable experience to develop as a research supervisor
  • For supervision of your first doctoral researcher it is usual to have an experienced supervisor in the team to support you

How does the relationship operate between the supervisor and the doctoral researcher?

• Both the researcher and supervisor need to share their expectations of how the relationship will function
• Agree on the level of support the supervisor will provide and how much independence is required from the researcher
• Decide on the frequency and length of your meetings together
• Set boundaries and instructions about when you can both be contacted and by what methods
• As a supervisor, outline what support you or the department will offer in terms of induction, training, ecetera
• As the supervisor, ensure your researcher has all the relevant documents provided by the institution and that the researcher knows their responsibilities
• That you both understand the regulations on registration, upgrading, submission process and extension rules

Talk through and clarify the relevant rules and regulations early in the supervision. Possible starting points might be:

• The QAA Quality Code (UK-specific)
• Your institution’s code of practice for research degrees
• Your institution’s research ethics regulations and processes and how this might impact on research projects
• Intellectual property arrangements

How can you create a positive supervisory relationship?

• Encourage your researchers to become a part of the department’s culture and daily life
• Encourage your researchers to present their progress to their peers
• Encourage your researchers’ personal development – the Vitae Researcher Development Framework is a tool that outlines the core competencies for researchers
• Help researchers assess their own progress

Set objectives with your researchers. These can include:

• Define their area of research
• Complete a comprehensive literature survey
• Submit some written work to you, even in draft format
• Work with you to develop an outline plan for the doctorate with defined goals and intermediate milestones
• Understanding the requirements that they need to meet for any transfer or upgrade process required by your institution.

Doctoral submission and the viva

This information is covered in part on our page, Doing a doctorate, see there for further information.

How do I support my researchers during the final stage of their doctorate?

It’s good to agree a timetable for completion which can involve:

• approval of the thesis title
• a writing up plan
• nomination of the examiners
• entry for the examination
• compliance with institutional regulations

When your researcher is writing up, encourage them to:
• Start the writing process as early as possible
• Read and review other theses to get ideas on style and structure
• Plan of all the sections and chapters in their thesis
• Check regulations for finishing dates
• Set clear goals for each day/week
• Establish a routine and take regular short breaks
• Ask colleagues and friends to review drafts and help proofread.

What questions should you ask when reviewing drafts?
• Does the content match the title?
• Are important points emphasised enough?
• Is the content within each section appropriate?
• Is there a logical sequence?
• Are information sources acknowledged?
• Do the conclusions relate to the objectives?
• Is the meaning of each sentence clear or open to interpretation?

What should the supervisor be doing at the submission stage?
• Consider what tips you can offer them
• Ensure that your researchers are aware of the timescales between submission and the examination
• Encourage them to have a mock viva with you or another member of their supervisory team
• Encourage them to talk to other researchers who have recently been through the process

 

 

Supporting researchers on placement

Placements are a great way for researchers to gain experience, whether this be on placements within academia or in industries outside of it.

Reflect personally, or with your researcher, about what their intentions are about doing a placement and what they want to get out of it. Use reflective questions such as:

• What does the researcher want to take away from a placement?
• What type and level of support can you offer to the researcher to help them make the most of the experience?
• What could be the impact on funding or fees if a researcher takes time out for a placement? Is there a need to
build time and money into grant applications to allow for a professional placement? Does the funder offer
specific guidance?
• How would the institution’s regulations affect things?
• What are associated costs likely to be and how will the placement be funded?
• Who has responsibility for actions associated with organising a placement? Who will do what?

How do you identify appropriate partners for placements?

If your institution is not already affiliated with appropriate partners who can provide placements, consider:

• How could you tap into your organisation’s existing relationships with outside employers (e.g. through
• collaborations, careers services)?
• How can you and your researcher use your personal networks to identify possible opportunities?
• Are you ready to talk to employers about the value that a researcher can bring to an organisation?
• Will a potential partner be able to provide the opportunity your researcher needs in areas including the nature of the work, supervision, resources and attention to responsibilities that would normally be yours?

How do you match researchers to opportunities?

• What should the application/acceptance process cover and how will it work?
• For schemes, what systems are needed to support advertising of opportunities and applications? e.g. an online portal, forms, regular application dates
• How can you ensure that prior experience is considered in matching individuals to appropriate opportunities?
• How will you ensure that any selection process is fair, open and accessible?
• Does an opportunity offer sufficient flexibility or room for negotiation to match the practical needs of a researcher e.g. for timing, duration, hours etc.
• If there is a formal scheme, what happens if a researcher wants to organise their own placement?

After an internship or placement – what things are there to consider?

• Does the work plan include a final review of performance, learning and possible opportunities for the future?
• How could your organisation help the participant to reflect on and consolidate their experience and take away
specific career benefits?
• Is the employer willing to offer the researcher a reference?
• How can the researcher give their feedback to the employer on the experience?
• How will the institution close the placement with the employer to ensure that a good relationship is maintained
and that you are likely to work together in future?
• How can the institution capitalise on new knowledge and contacts gained from the placement?

 

Career conversations with research staff

Should you have career conversations with research staff?
The conversations you have with research staff have to take into account the individual and their needs. These might include:

• Insight into self – including what an individual wants from a career and what they bring to it
• Identifying options – including potential job roles and how the current climate (economic, social, technological etc.) impacts opportunities
• Planning – actions to help the researcher to understand themselves, identify their options or move closer to achieving career goals.

When managing researchers you can:

• Encourage a pro-active approach to professional development
• Avoid assumptions about what an individual researcher wants to do
• Create opportunities for open and honest discussion and respond positively to researchers
• Be ready to help researchers consider all the options
• Mentor individuals within your areas of expertise
• Help in finding information or advice when looking beyond their (or your) area of expertise
• Support researchers to develop the knowledge and skills they need for a chosen career path
• Make introductions to collaborators/ professional networks
• Think creatively, for example delegating some of your work might be a development opportunity for one of your team
• Take advantage of relevant training or networks available to you as a line-manager, supervisor, or PI.

Key takeaways

  • As a supervisor, supporting your doctoral candidates will be your priority.
  • Encourage your researchers to start planning for their careers and lives after their doctorates – starting their career development as early as possible is recommended – check out Vitae’s career development resources section
  • Both the researcher and supervisor need to share their expectations of how the relationship will function
  • Set objectives with your researchers.
  • The conversations you have with research staff have to take into account the individual and their needs.
  • Encourage a pro-active approach to professional development.

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]]> Information literacy https://vitae.ac.uk/resource/skills-for-research/research-knowledge-and-practice/information-literacy/ Fri, 17 Jan 2025 10:38:46 +0000 https://vitae.ac.uk/?post_type=resource&p=1833 The post Information literacy appeared first on Vitae.

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How good is your information literacy?

Can you source what you need to when you research?

Information literacy is a skill that can be developed to help you analyse and secure the information you need.

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What is information literacy?

Are you confident in searching for, identifying, collating and evaluating a range of information from different sources, using different techniques, information software and resources? If so, then you have a grasp on information seeking, information literacy and management. Information management enables you to have a good understanding of the importance of bibliometrics, citations and metadata, as well as growing your familiarity with the legal, ethical and security issues surrounding data management.

Why is information literacy important?

Information management is key for researchers, to ensure that they are using their time effectively and are not overlooking valuable pieces of data. With good data handling skills, you can feed your data into your research successfully, even if that data was collated previously.

How can you improve your information literacy and information management?

  • Talk to a staff member at your institution’s library about available bibliographic resources and information searching tools and techniques
  • Devise a search strategy by assessing the different ways of seeking information and tools available
  • Reflect whether you have a good understanding of bibliometrics and citations and how these are used in research and assessment. If not, your library staff representative will be able to help you
  • Share what insights you have found through information seeking to other researchers in your field, and they in turn will share knowledge with you

Top tips for information literacy and management

  • Familiarise yourself with the tools for the collection of information and data that can help you with your research. Seek training from your institution if necessary
  • Do you fully understand the legal, ethical and security requirements involved in storing and handling data? If not, ask in your library or research office for help
  • If you have a strong grasp on the requirements to handling and storing data, share your knowledge with your department and fellow researchers – you could even add input to your institution’s policies on this subject
  • Consider developing new techniques or technologies which can better gather information if the tools that exist are not suitable. Your new techniques could then fit into your institution’s information technology service.

Final takeaways

  • Information management enables you to have a good understanding of the importance of bibliometrics, citations and metadata, as well as growing your familiarity with the legal, ethical and security issues surrounding data management.
  • Familiarise yourself with the tools for the collection of information and data that can help you with your research. Seek training from your institution if necessary.

Useful links

Research knowledge and practice

Research methods

Academic literacy, numeracy and language

Project management in research

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]]> Resources for researcher developers https://vitae.ac.uk/resource/library-of-resources-for-researcher-developers/ Thu, 16 Jan 2025 11:26:17 +0000 https://vitae.ac.uk/?post_type=resource&p=1729 The post Resources for researcher developers appeared first on Vitae.

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The Vitae library of resources includes downloadable packaged programmes which contain all the information and materials you will need to run the session (such as a programme leader manual, slides and handouts), and short sessions and supporting materials that can be adapted for use within your existing programmes.

Some training resources have been developed to run with a specific group (e.g. research staff) but may be adaptable for use with other groups. Other resources have been developed around a specific theme, and can be used with mixed audiences.

Our programmes have gone through a rigorous development process including testing and improvements in response to feedback.

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Vitae downloadable researcher development programmes

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Effective Researcher

The Effective Researcher programme offers five tailored courses to support doctoral researchers at key stages of their PhD journey, from getting started to preparing for completion. Each course focuses on developing essential skills like time management, communication, leadership, and career planning. Early programmes help researchers build confidence and manage their doctorate effectively, while later ones focus on maintaining progress, engaging with impact, and preparing for career transitions. These flexible courses ensure researchers are well-equipped to succeed during their doctorate and beyond.

Effective Researcher: Getting started

Effective Researcher: ‘How to be an effective researcher’

Effective Researcher: The next 90 days

Effective Researcher: Effective progress

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Part-Time Researcher

This one-day programme is designed for part-time doctoral researchers, offering a chance to connect with peers and academics outside their supervisory arrangements to discuss research and its quality. It includes six optional 90-minute skills workshops, providing focused training in key areas to support their doctoral journey.
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Leadership in Action

This three-day course helps researchers (doctoral candidates and staff) develop leadership skills through hands-on activities, leadership theory, and personalised feedback. Participants gain insights into their strengths, values, and leadership styles while learning to influence others and achieve shared goals. Led by expert facilitators, the programme fosters collaboration among researchers from diverse backgrounds and provides resources for ongoing development. Institutions can run the course internally or access it directly through us.
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Research Staff Futures

Vitae’s Research Staff Futures suite offers four flexible training programmes to support early-career researchers in developing key skills for career and professional growth. These programmes cover personal effectiveness, research impact, academic career progression, and broader career planning. With expert facilitation and interactive sessions, participants gain practical tools to manage responsibilities, communicate effectively, and plan strategically for future opportunities, whether in academia or beyond.

Created with the support of Research Councils UK, UK higher education funding bodies and Hub host universities.

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Preparing for Leadership

Preparing for Leadership is a two-day programme designed for early-career researchers looking to take on leadership roles. Using experiential learning and coaching, it covers self-leadership, intellectual leadership, and team leadership. Participants assess their current position, identify future leadership goals, and create a plan to reach them. The programme helps researchers develop key competencies, such as team management, communication, and self-reflection, while fostering a peer network. It is suitable for all disciplines and encourages participants to understand their strengths, clarify leadership tasks, and develop strategies for success in leadership roles.

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Collaborative Researcher

Collaborative Researcher is a two-day experiential training course designed for researchers from various disciplines and career stages, focusing on key aspects of collaborative research such as communication, cultural awareness, planning, and negotiation. Led by a diverse team of facilitators, participants will explore collaboration theory and its practical applications, while working with peers from different backgrounds. The programme offers a chance to step away from research, reflect on future steps, and develop the skills needed to collaborate effectively with others.

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Engaging Researcher

This one-day experiential training course is designed for postgraduate researchers and research staff with little or no experience in public engagement. Participants work in small groups to build a public engagement activity based on case studies and reflect on how to apply these lessons to their own research. The course can be run as a standalone event or broken into smaller modules and adapted for use in other public engagement training. It provides hands-on experience in developing public engagement activities and helps researchers consider how they can engage with the public in their own field.

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Discovering Innovation and Intrapreneurship

Discovering Innovation and Intrapreneurship is a suite of materials designed to help researchers develop intrapreneurial skills, which are crucial for driving innovation within organisations. The resource includes a research report, self-assessment, and development sessions focused on fostering intrapreneurial attributes, such as taking responsibility for creating innovation. This three-hour or 75-minute session introduces participants to the concepts of innovation and intrapreneurship, exploring how these skills enhance both academic and non-academic careers. The session aims to build confidence in researchers, helping them contribute to organisational innovation and growth.

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Intrapreneurship report

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Social Enterprise

The Social Enterprise programme, developed by Vitae and the University of the West of England, includes a 3-hour experiential learning activity and a 2-hour case study focused on social enterprise. The “Common Good” activity encourages participants to identify and develop solutions to societal or environmental issues within a social enterprise framework. The case study uses a real-life example to explore the practical aspects of creating and running a sustainable social enterprise. This resource, designed for doctoral candidates, can also be adapted for other audiences and delivered as standalone sessions or as part of a longer course.

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Careers in Academia

Careers in Academia is a one-day career development event designed for doctoral candidates, offering insights into the roles and responsibilities within academia. Participants learn about the skills and strengths needed to succeed in a competitive academic environment and assess whether this career path is right for them. The event includes opportunities to meet current academics from various disciplines, explore how to market themselves for academic positions, and gain tips on writing successful grant applications and papers. It also provides a look at early career researcher life and encourages networking and sharing experiences with fellow researchers.

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Managing Your Academic Career

Managing Your Academic Career is a one-day interactive programme designed specifically for women in academia, particularly those in the early to mid-career stages or returning from a career break. Designed by WISE (formerly UKRC) and Vitae, the programme supports women in planning the next stages of their academic careers by assessing skills, setting personal goals, and addressing career development strategies. It encourages participants to explore work-life balance, reputation building, networking, and self-promotion, such as CV development. Additionally, it fosters a supportive environment for tackling career challenges and advancing gender equality in academia.

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Vitae Every Researcher Counts: Train the Trainer Pack

This training programme is designed to help participants become familiar with manual layout and gain experience both as participants and facilitators. It encourages participants to consider alternative methods of delivery and the potential challenges involved in delivering ERC sessions.

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