Vmh hub update slides


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  • Comes out of JSS and initiative of Policy Forum 2008 Precursor projects at Glasgow Caledonia and Manchester Universities Empirical data from analysis of semi-structured interviews with > 100 experienced researchers Phenomenographic method – Gerlese Akerlind – Individuals experience the same phenonemena differently – we only have a partial perspective – such as being a researcher. But if we obtain sufficient perspectives we may get an idea about the whole. Not pre-defined, but by contrasting the data looking for the similarities and differences in what people have to say about a phenonemena. For us, this approach resulted in over 1,000 characteristics and variants being identified: – For example: a number of people said it was important to be able to analyse data as a researcher we noted that as a characteristic, but a few also said it was important to be able to analyse other peoples data not just your own, so we noted that as a variant. The resulting information was organised and re-organised (or clustered) into areas that seemed most appropriate. Much debate over this and the order of things. The project started with 9 main areas and, after much discussion and deliberation, finished with 4. Much debate over ‘clusters’ and ‘order’
  • What wasn’t mentioned – specialist groups came into their own. What wasn’t mentioned – equally noticeable Enterprise, Collaboration & teamwork, Public engagement, Income generation as opposed to grant applications Global perspective, New technologies and research areas, Ethics, health & safety Enterprise – not even mentioned as a characteristic: be interesting to run survey in 10 years time. Collaboration and teamwork - Teamwork - no mention of this although managing individual relationships was viewed as significant by the interviewees. The use of new technology to promote research presence. Internationalism = absent. We drew on the sector and a range of stakeholders to help plug the gaps and give us their perspective. RCUK, Beacons for PE, RIN, careers – employers at the end. Consultation – Sept 2010 Feedback from individuals and project group and advisory group. Expert panel – who validated the RDF. Some given the whole RDF others a Domain - interviewed closely about. Minor tweaks – but all could identify themselves in it. Sector wide view = extremely powerful. Not just what an individual supervisor or PI says is important for a research career – but what the sector says is – based on the professions’ view. May not all be relevant at any one time – but it probably will be relevant in one way or another over time
  • JSS was one dimensional – this is 3D. Richness, depth, flexibility. Assist individuals, at all stages, with their professional development – i.e. from new researchers to those with Global renown Development framework: knowledge, behaviours and attitudes appropriate for the profession Ethics, integrity, academic writing & publications, enthusiasm, self–confidence and perseverance. Passion and drive not so critical if you are a dentist Shift from ‘training and skills’ to ‘development’ and implies a shift from ‘measuring’ to ‘evidencing’ (personal view) Challenges: Large and scary! Prone to the pitfalls of ‘Perception’ ‘ data’, ‘ethics’, ‘experiment’ Resist the temptation of ‘Phasing’ Can’t measure enthusiasm or creativity Only useful if you want to stay in academia… Audience – who is it for? different perspectives emerge from stakeholders with different purposes for RDF
  • Vmh hub update slides

    1. 1. RDF: Current status and future plans 24.6.11 Vitae®, © 2011 The Careers Research and Advisory Centre (CRAC) Limited
    2. 2. Researcher Development Framework <ul><li>The professional development framework to realise the potential of researchers </li></ul>
    3. 3. The RDS <ul><li>The Researcher Development Statement (RDS) is the strategic statement of the RDF: </li></ul><ul><ul><li>for policy makers and research organisations </li></ul></ul><ul><ul><li>endorsed by >30 stakeholders including the Research Councils, QAA and the funding councils </li></ul></ul><ul><ul><li>an evolution of the Research Councils’ Joint Skills Statement (JSS) </li></ul></ul><ul><li>The RDS and RDF together provide: </li></ul><ul><ul><li>strategic statement (RDS) </li></ul></ul><ul><ul><li>operational framework (RDF) </li></ul></ul>
    4. 4. Development of the RDF <ul><li>The Core of RDF determined by profession </li></ul><ul><li>Semi-structured interviews with > 100 researchers </li></ul><ul><li>Representative sample: range of experiences, institution types, geographical context, disciplines and demographics </li></ul><ul><li>Phenomenographic method </li></ul><ul><li>Results: > 1000 characteristics and variants, clustered into common groups </li></ul>
    5. 5. Refinement & validation <ul><li>Core - refined and informed by </li></ul><ul><ul><li>Literature survey </li></ul></ul><ul><ul><li>Specialist groups </li></ul></ul><ul><ul><li>Consultations </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Validation </li></ul></ul><ul><li>End result = Sector Wide view </li></ul>
    6. 6. Unique features - USPs <ul><ul><li>Lot of choice! Richness, depth, flexibility </li></ul></ul><ul><ul><li>Core of RDF is what the profession identified as important </li></ul></ul><ul><ul><li>‘ Development framework’ - designed by researchers for researchers </li></ul></ul><ul><ul><li>Shift from ‘training & skills’ to ‘development’ </li></ul></ul><ul><ul><li>Reflects whole sector’s view </li></ul></ul><ul><ul><li>Common framework across institutions in the UK </li></ul></ul><ul><ul><li>Universal language for communicating researcher capabilities </li></ul></ul>
    7. 7. RDF/RDS Current Resources
    8. 8. Introductory materials
    9. 9. Glossary & FAQs
    10. 10. Implementation resources Mapping Survey HEI examples
    11. 11. Graphics
    12. 12. Researcher profiles
    13. 13. Professional Development Planner + screencast
    14. 14. Conditions of use <ul><li>Conditions of use </li></ul><ul><li>The Researcher Development Framework may be copied and freely reproduced, in any medium, by UK higher education institutions, Research Council institutes and for individual researchers in the UK who are members of these bodies only, strictly for their own non-commercial training and development purposes, provided in all cases the original source is acknowledged and the following copyright statement is retained on the RDF and all associated materials: Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited. For use outside these terms please contact Vitae (see www.vitae.ac.uk/rdfconditionsofuse for full details). </li></ul><ul><li>Acknowledgement statement for referencing the RDF or RDS </li></ul><ul><li>‘ The Researcher Development Framework (RDF) and/or the Researcher Development Statement (RDS) have been developed by Vitae in collaboration with the higher education sector and other stakeholders. Further details about the RDF are available at www.vitae.ac.uk/rdf ’ </li></ul><ul><li>Acknowledgement statement for using or adapting parts of the RDF </li></ul><ul><li>‘ This resource has been adapted by [name of institution] for our own non-commercial use and is used with permission from Vitae in accordance with the Researcher Development Framework (RDF) conditions of use: www.vitae.ac.uk/rdfconditionsofuse . It is based on the original resource, the Researcher Development Framework (RDF), developed by Vitae®, © 2010 The Careers Research and Advisory Centre (CRAC) Limited.’ </li></ul><ul><li>Queries and permissions for adaptation to Jon Roberts (jonathan.roberts@vitae.ac.uk) </li></ul>
    15. 15. Links and resources <ul><li>RDF: www.vitae.ac.uk/rdf </li></ul><ul><li>RDS: www.vitae.ac.uk/rds </li></ul><ul><li>RDF profiles: www.vitae.ac.uk/rdfprofiles </li></ul><ul><li>RDF Professional Development Planner: www.vitae.ac.uk/rdfplanner </li></ul><ul><li>RDF resources: www.vitae.ac.uk/rdfresources </li></ul><ul><li>Contact: [email_address] </li></ul>
    16. 16. Future developments <ul><li>Highlighting RDS release to HEI PVCs/HR and endorsing organisations </li></ul><ul><li>Vitae training resources updated to include mapping to the RDF </li></ul><ul><li>Key stakeholder briefings </li></ul><ul><li>More examples of RDF use by HEIs (plus case studies) </li></ul><ul><li>RDF methodology/validation paper </li></ul><ul><li>RDF lenses and associated methodology </li></ul>
    17. 17. Resources for researchers <ul><li>Examples of Professional Development Planner including action plans </li></ul><ul><li>Dedicated RDF webpage for researchers </li></ul><ul><li>Researcher employability guide highlighting how the skills that employers want can be mapped to the RDF </li></ul><ul><li>Induction pack (updated PhD ‘schedule for success’) </li></ul>
    18. 18. Introducing the RDF to researchers <ul><li>UK pilot feedback on current resources feedback on RDF PDP wishlist for further resources </li></ul><ul><li>RDF evaluation (Strathclyde) </li></ul><ul><li>RDF profiles </li></ul><ul><li>RDF workshop at researcher conference </li></ul><ul><li>These slides will be extended!!!! </li></ul>