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Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
Informing the research environment with the Concordat for Units of Assessment
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Informing the research environment with the Concordat for Units of Assessment

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Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at …

Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref

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    • 1. Informing the researchenvironment with the Concordat -for Units of AssessmentDr Karen Clegg (York)Dr Rob Daley (Heriot-Watt)
    • 2. By the end of the workshop wehope delegates will: Have a better idea of the kinds of information and data they can be drawing on to support their REF environment (REF 5) submission · Have identified what additional support is required of HEIs and Vitae
    • 3. Structure1. How to maximise UoA submissions to theenvironment section and show evidence of vitalityand sustainability through the Concordat?2. What other kinds of evidence can be used tostrengthen the case for an excellent researchenvironment?3. How can we engage early career researcherswith the Concordat and REF?
    • 4. The REF process Each submission must include a single completed environment template (REF 5). There is no expectation that the environment element of a submission will relate to a single department. Guidance on the content to be included in REF5 is provided in each of the four panel’s guidance http://www.ref.ac.uk/pubs/2012-01/
    • 5. Panel advice on content of REF 5 All four panels A – D identify in the people section (C) the following for early career research staff Implementation of the Concordat Provision of career guidance For research students all four panels refer to skill development and career guidance
    • 6. Panel advice on content of REF 5Main themes (not all explicitly referenced in all UoA Panels)across all panels: Evidence of a commitment to implement the Concordat Evidence of support for equality and diversity Integration of early career researchers into the widerresearch culture The availability of career development for researchers at allstages The use of coaches and mentors to support researchers andresearch leaders Exchanges between academic and other sectors throughrecruitment and secondment of staff
    • 7. The Concordat Published in 2008, contains 7 Principles 1. Recruitment and Selection 2. Recognition and Value 3. Support and Career Development 4. Support and Career Development 5. Researchers’ Responsibilities 6. Diversity and Equality 7. Implementation and Review http://www.vitae.ac.uk/CMS/files/upload/Vitae-Concordat-2011.pdf
    • 8. How is this implemented in HEIs? 1. HR processes 2. Reward and recognition processes 3. Staff development 4. Careers support 5. by supporting researcher led initiatives and through supporting researchers to manage their own development 6. Equality and diversity processes 7. National reporting and internal monitoring
    • 9. Concordat Implementation withinHEIs Much of the activity and collection of evidence of success will be centrally managed through a staff/researcher development function. While some of the central data will be useful for context, much of this will need to be re- analysed for UoA purposes
    • 10. HR Excellence in Research AwardHas your institution gained this award? 57 have!http://ec.europa.eu/euraxess/index.cfm/rights/strategy4ResearcherOrgs#UThis award indicates that your institution has beenrecognised for its plans to implement the ConcordatIf your institution does not have this award, then it isprobably preparing its application.If your institution has gained the award, then it willhave published a Concordat action plan on itswebsite.
    • 11. Implementing the Concordat What has been done to implement the principles within your UoA? e.g. Committees formed, involvement of researchers in the process, use of surveys to help identify gaps?
    • 12. Other forms of evidence Awards Surveys Training Needs Analysis Career & Professional training for ECRs – use of mentoring, coaching Mechanisms for exchange of staff between academic and other sectors Leadership training for Research Leaders/PIs Employability Data Support for the impact agenda
    • 13. Career Development for establishedacademics? Leadership development Developing strategies to effect impact Knowledge exchange development Public engagement development Others?
    • 14. Advice and words ofencouragement from REF officers Read the documentation – especially the Panel Criteria information Be clear about who you are taking about. REF consider ‘early career researchers’ as staff who have entered the academic profession, normally lecturer grade or for research only are holding a grant as PI. Research students are considered separately under the people section Have good research management processes in place – don’t do anything just because you think it will look good in REF, do it because it’s good research There aren’t any examples available yet – everyone is learning
    • 15. Essential ResourcesAssessment framework & guidance on submissions:http://www.ref.ac.uk/pubs/2011-02/**Panel criteria & working methods: (this details whateach submission should include)http://www.ref.ac.uk/pubs/2012-01/Panel membership:http://www.ref.ac.uk/panels/panelmembership/
    • 16. Thank You!

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