SlideShare a Scribd company logo
1 of 27
Teaching as a vehicle to wider
development for doctoral researchers
Dr Rob Daley
Centre for Academic Leadership &
Development
r.a.daley@hw.ac.uk
@RD531
ANNUAL CONFERENCE 2017: POSTGRADUATE EDUCATION IN THE
EUROPEAN CONTEXT SUCCESSES, CHALLENGES AND FUTURES.
Why do we provide development
opportunities for PGRs?
2
Harris Review, 1996 Dearing Review, 1997
.. it would be very valuable if institutions
were to provide relevant PG students
with access to appropriate training
towards becoming an HE teacher.
Harris Review of PG Education, 1996
PhDs ... should include the provision of
at least two weeks’ dedicated training a
year, principally in transferable skills.
Concordat to Support the Career
Development of Researchers, 2008
Universities should….develop or seek access
to programmes for teacher training of their
staff…
Dearing Review Review, 1997
Suitable training should be provided for
teaching and coaching activities as part of
the professional development of
researchers
European Charter for Researchers, 2005
Employers will ensure that where
researchers are provided with teaching and
demonstrating opportunities as part of
their career development, suitable training
and support is provided.
Roberts Review, 2002 UK Quality Code: Chapter B12, 2012
What future roles are we
developing PGRs for?
5
From The Scientific Century securing our
future prosperity , The Royal Society 2010
53% careers outside science
17% non-University Research roles
30% stay in Higher Education
7
Employment Sector %
HE 42.9
Education (other) 6.0
Finance, business and IT 10.8
Health and social work 13.1
Manufacturing 9.1
Research and development 6.5
Public administration 4.1
Other sectors 6.6
Data from 2010 DLHE Survey
8
Employment Sector
Arts &
Humanities,
%
Biological
sciences, %
Biomedical
sciences, %
Physical
sciences &
engineering,
%
Social
sciences, %
All,%
HE 57.5 43.2 36.5 33.9 67.6 42.9
Education (other) 11.2 4.3 3.2 4.7 3.5 6.0
Finance, business
and IT
4.8 9.7 3.8 22.1 8.5 10.8
Health and social
work
5.7 7.7 38.9 3.2 5.2 13.1
Manufacturing 1.1 11.9 5.0 18.2 1.9 9.1
Research and
development
0.7 13.4 8.6 7.5 2.5 6.5
Public
administration
5.4 4.5 1.2 5.3 4.7 4.1
Other sectors 13.6 5.3 2.8 5.2 6.1 6.6
How do we design our
development provision?
9
Frameworks for GTA development
Vitae RDF UKPSF
11
4 Domains
12 Sub-domains
63 descriptors
5 Phases
12
UK Professional Standards Framework
5 Areas of activity
6 elements of core knowledge
4 Professional values
4 descriptor levels
• 1 - AFHEA
• 2 – FHEA
• 3 – SFHEA
• 4 - PFHEA
} PGRs
Descriptor 1
Demonstrates an understanding of
specific aspects of effective teaching,
learning support methods and student
learning.
Descriptor 2
Demonstrates a broad understanding of
effective approaches to teaching and
learning support as key contributions to
high quality student learning.
1311 Sub-domains 30 Elements
What teaching development do
we provide?
14
Teaching Development Provision
Development
• Short introductory courses
• Workshops
• Online materials
• Accredited programmes
• PG Certs
• External development
opportunities
• Experience
Wider Support
• University policy
• Wider staff support
• Mentoring
• Peer observation
• Peer support groups
15
University of York
• University policy for postgraduates who teach
http://www.york.ac.uk/admin/hr/resources/policy/postgraduates-who-teach.htm
• Role descriptors for various different roles
• PGWT Residential (2-day) programme
• Introduction to Teaching and Learning (1 day)
• York Learning and Teaching Award
http://www.york.ac.uk/admin/hr/researcher-development/ylta/
–20 Credits; Oct-June; Min 92 hours activity; Individual
supervisors, portfolio assessment
–AFHEA recognised
• Learning & Teaching Forum workshops etc.
16
How do PGRs use their
teaching skills?
17
What does PRES say about PGR
Teaching experiences?
PRES 2015
• 51% of respondents have taught during their research
programme (33% of 1st years; 70% of Year 4)
• Of those who have taught:
–60% received appropriate support
–63% received formal training.
18
What teaching activities are
PGRs involved in?
• Lab demonstrating
• Tutorials
• Seminars
• Lecturing
• Field trips
• Assessment
• Individual support
• On-line
teaching/moderating
• Supervising UG/PGT
research projects
• Assisting less
experienced researchers
• Researcher development
• Others?
19
Wider application of teaching skills
• Research Presentations
• Explaining research to other researchers
• Public engagement
• Job interviews
• Funding interviews
• Research proposals
• Managing staff
• Training activities
20
Impact of Teaching Development
Boman, 2013
• Increased self-efficacy
• Increase in effective teaching behaviours
• Decreasing communication apprehension
• Need for additional training for International GTAs wrt
Canadian teaching context.
21
Impact of teaching on research
22
…teaching experience can contribute substantially to the
improvement of essential research skills (Feldon et. al., 2011)
Impact of teaching on
wider development?
PRES 2015
Teaching experience supports development of various skills
–Specifically communication skills
–Professional networks
–Managing research projects
23
the experience of teaching and demonstrating seems to be an
important factor affecting the professional development of
research students. It especially improves communication skills
UK PRES 2015 report
Areas for consideration or exploration
• Further evidence of impact would be useful!
• Will the broadening expectations on PGRs (PE, KE,
Internships etc.) impact on their teaching development?
• Do we need to consider international PGRs differently?
• How do we support part-time PGRs?
• How does teaching fit into CDT development provision?
References
1. HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND (1996) Review of Postgraduate Education (Bristol:
HEFCE).HIGHER EDUCATION QUALITY COUNCIL (1994)
http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/1996/m14_96.htm
2. National Committee of Inquiry into Higher Education (July 1997), Higher Education in the Learning Society, Report
of the National Committee, HMSO, Norwich. http://www.leeds.ac.uk/educol/ncihe/
3. Treasury, H. M. "SET for success: The supply of people with science, technology, engineering and mathematics
skills. The report of Sir Gareth Roberts’ Review." London: HM Treasury (2002).
http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/robertsreview_introch1.pdf
4. The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers (2005)
http://ec.europa.eu/euraxess/pdf/brochure_rights/am509774CEE_EN_E4.pdf
5. The Concordat to Support the Career Development of Researchers (2008) https://www.vitae.ac.uk/policy/vitae-
concordat-vitae-2011.pdf
6. Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills, D. F. Feldon, J.
Peugh, B.E. Timmerman, M.A. Maher, M. Hurst, D. Strickland, J.A. Gilmore, C. Stiegelmeyer, SCIENCE19 AUG
2011 : 1037-1039
7. Boman, J.S. 2013, "Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation
to Graduate Student Characteristics", The Canadian Journal of Higher Education, vol. 43, no. 1, pp. 100-114.
8. UK Professional Standards Framework (2011)
https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
9. Vitae Researcher Development Framework (2011) https://www.vitae.ac.uk/researchers-professional-
development/about-the-vitae-researcher-development-framework/developing-the-vitae-researcher-development-
framework
10. Teaching Lens on the Vitae researcher Development Framework (2012) https://www.vitae.ac.uk/vitae-
publications/rdf-related/teaching-lens-on-the-vitae-researcher-development-framework-rdf-apr-2013.pdf
25
UK Professional Standards framework
Descriptor 1
Demonstrates an understanding of specific
aspects of effective teaching, learning support
methods and student learning.
Individuals should be able to provide evidence of:
I. Successful engagement with at least two of
the five Areas of Activity
II. Successful engagement in appropriate
teaching and practices related to these
Areas of Activity
III. Appropriate Core Knowledge and
understanding of at least K1 and K2
IV. A commitment to appropriate Professional
Values in facilitating others’ learning
V. Relevant professional practices, subject and
pedagogic research and/or scholarship
within the above activities
VI. Successful engagement, where appropriate,
in professional development activity related
to teaching, learning and assessment
responsibilities
Descriptor 2
Demonstrates a broad understanding of
effective approaches to teaching and learning
support as key contributions to high quality
student learning.
Individuals should be able to provide evidence
of:
I. Successful engagement across all five
Areas of Activity
II. Appropriate knowledge and understanding
across all aspects of Core Knowledge
III. A commitment to all the Professional
Values
IV. Successful engagement in appropriate
teaching practices related to the Areas of
Activity
V. Successful incorporation of subject and
pedagogic research and/ or scholarship
within the above activities, as part of an
integrated approach to academic practice
VI. Successful engagement in continuing
professional development in relation to
teaching, learning, assessment and, where
appropriate, related professional practices
THANK YOU!
27

More Related Content

What's hot

Delivering Quality in Higher Education in the Knowledge Economy
Delivering Quality in Higher Education in the Knowledge EconomyDelivering Quality in Higher Education in the Knowledge Economy
Delivering Quality in Higher Education in the Knowledge EconomyCEMCA
 
Developing a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTecDeveloping a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
 
A three tier model to promote the institutional adoption of learning analytics
A three tier model to promote the institutional adoption of learning analyticsA three tier model to promote the institutional adoption of learning analytics
A three tier model to promote the institutional adoption of learning analyticsUniversity of Newcastle, NSW.
 
Online Teaching and Learning during and after the Pandemic
Online Teaching and Learning during and after the PandemicOnline Teaching and Learning during and after the Pandemic
Online Teaching and Learning during and after the PandemicWillem van Valkenburg
 
Littlejohn Nimmo Hea 190508
Littlejohn Nimmo Hea 190508Littlejohn Nimmo Hea 190508
Littlejohn Nimmo Hea 190508Colin Milligan
 
EMBED Framework for OOFHEC2019 conference
EMBED Framework for OOFHEC2019 conferenceEMBED Framework for OOFHEC2019 conference
EMBED Framework for OOFHEC2019 conferenceWillem van Valkenburg
 
Quality Assurance in Higher Education in Arab Region - Karma El Hassan
Quality Assurance in Higher Education in Arab Region - Karma El HassanQuality Assurance in Higher Education in Arab Region - Karma El Hassan
Quality Assurance in Higher Education in Arab Region - Karma El HassanEduSkills OECD
 
I-HE2020 Making Blended Education Work [MOOC]
I-HE2020 Making Blended Education Work [MOOC]I-HE2020 Making Blended Education Work [MOOC]
I-HE2020 Making Blended Education Work [MOOC]EADTU
 
Academic excellence through improved ecosystem and faculty engagement (4)
Academic excellence through improved ecosystem and faculty engagement (4)Academic excellence through improved ecosystem and faculty engagement (4)
Academic excellence through improved ecosystem and faculty engagement (4)Thanikachalam Vedhathiri
 
AHDS Conference November 2014 - GTCS
AHDS Conference November 2014 - GTCSAHDS Conference November 2014 - GTCS
AHDS Conference November 2014 - GTCSAHDScotland
 
Session 3 P A U L I N E T R E A N O R Deyes High School
Session 3    P A U L I N E  T R E A N O R    Deyes  High  SchoolSession 3    P A U L I N E  T R E A N O R    Deyes  High  School
Session 3 P A U L I N E T R E A N O R Deyes High SchoolMike Blamires
 
The Value of Design Patterns in Designing Online Teaching
The Value of Design Patterns in Designing Online TeachingThe Value of Design Patterns in Designing Online Teaching
The Value of Design Patterns in Designing Online TeachingUniversity of Newcastle, NSW.
 

What's hot (20)

Delivering Quality in Higher Education in the Knowledge Economy
Delivering Quality in Higher Education in the Knowledge EconomyDelivering Quality in Higher Education in the Knowledge Economy
Delivering Quality in Higher Education in the Knowledge Economy
 
Learning Design at a Distance ISSOTL 2021
Learning Design at a Distance ISSOTL 2021Learning Design at a Distance ISSOTL 2021
Learning Design at a Distance ISSOTL 2021
 
Developing a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTecDeveloping a strategy for flexible learning programmes at NorthTec
Developing a strategy for flexible learning programmes at NorthTec
 
A three tier model to promote the institutional adoption of learning analytics
A three tier model to promote the institutional adoption of learning analyticsA three tier model to promote the institutional adoption of learning analytics
A three tier model to promote the institutional adoption of learning analytics
 
Online Teaching and Learning during and after the Pandemic
Online Teaching and Learning during and after the PandemicOnline Teaching and Learning during and after the Pandemic
Online Teaching and Learning during and after the Pandemic
 
Littlejohn Nimmo Hea 190508
Littlejohn Nimmo Hea 190508Littlejohn Nimmo Hea 190508
Littlejohn Nimmo Hea 190508
 
EMBED Framework for OOFHEC2019 conference
EMBED Framework for OOFHEC2019 conferenceEMBED Framework for OOFHEC2019 conference
EMBED Framework for OOFHEC2019 conference
 
Quality Assurance in Higher Education in Arab Region - Karma El Hassan
Quality Assurance in Higher Education in Arab Region - Karma El HassanQuality Assurance in Higher Education in Arab Region - Karma El Hassan
Quality Assurance in Higher Education in Arab Region - Karma El Hassan
 
Dr Daniel Brooker,
Dr Daniel Brooker,Dr Daniel Brooker,
Dr Daniel Brooker,
 
I-HE2020 Making Blended Education Work [MOOC]
I-HE2020 Making Blended Education Work [MOOC]I-HE2020 Making Blended Education Work [MOOC]
I-HE2020 Making Blended Education Work [MOOC]
 
Zero Textbook Cost Degrees
Zero Textbook Cost DegreesZero Textbook Cost Degrees
Zero Textbook Cost Degrees
 
Academic excellence through improved ecosystem and faculty engagement (4)
Academic excellence through improved ecosystem and faculty engagement (4)Academic excellence through improved ecosystem and faculty engagement (4)
Academic excellence through improved ecosystem and faculty engagement (4)
 
AHDS Conference November 2014 - GTCS
AHDS Conference November 2014 - GTCSAHDS Conference November 2014 - GTCS
AHDS Conference November 2014 - GTCS
 
Session 3 P A U L I N E T R E A N O R Deyes High School
Session 3    P A U L I N E  T R E A N O R    Deyes  High  SchoolSession 3    P A U L I N E  T R E A N O R    Deyes  High  School
Session 3 P A U L I N E T R E A N O R Deyes High School
 
ELS Capability Presentation
ELS Capability PresentationELS Capability Presentation
ELS Capability Presentation
 
The Value of Design Patterns in Designing Online Teaching
The Value of Design Patterns in Designing Online TeachingThe Value of Design Patterns in Designing Online Teaching
The Value of Design Patterns in Designing Online Teaching
 
Apex Scholar
Apex ScholarApex Scholar
Apex Scholar
 
He survival+ cpd scheme
He survival+ cpd schemeHe survival+ cpd scheme
He survival+ cpd scheme
 
CV for LinkedIn15
CV for LinkedIn15CV for LinkedIn15
CV for LinkedIn15
 
Modelo TAG: Referentes para valorar el nivel de ubicuidad en una institución...
Modelo TAG:  Referentes para valorar el nivel de ubicuidad en una institución...Modelo TAG:  Referentes para valorar el nivel de ubicuidad en una institución...
Modelo TAG: Referentes para valorar el nivel de ubicuidad en una institución...
 

Similar to Teaching as a vehicle to wider development for doctoral researchers

Session 1 defining teaching quality in a changing learning landscape march_2013
Session 1 defining teaching quality in a changing learning landscape march_2013Session 1 defining teaching quality in a changing learning landscape march_2013
Session 1 defining teaching quality in a changing learning landscape march_2013Rajesh Dhimar
 
Professional teaching standard 2
Professional teaching standard 2Professional teaching standard 2
Professional teaching standard 2Amie Joan Juanis
 
‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space ‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space SEDA
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptKennyben2
 
TETS-PRESENTATION-PPT (1).ppt
TETS-PRESENTATION-PPT (1).pptTETS-PRESENTATION-PPT (1).ppt
TETS-PRESENTATION-PPT (1).pptDiomedesColar1
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptOibiirotSNyl
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptASDSGentri
 
Bevins introduction of the new curriculum philippines
Bevins introduction of the new curriculum philippinesBevins introduction of the new curriculum philippines
Bevins introduction of the new curriculum philippinesssusercc7829
 
Spotlight on inclusive practice –
Spotlight on inclusive practice – Spotlight on inclusive practice –
Spotlight on inclusive practice – SEDA
 
Case study: MOOCs for professional development in global eye health
Case study: MOOCs for professional development in global eye healthCase study: MOOCs for professional development in global eye health
Case study: MOOCs for professional development in global eye healthSally Parsley
 
‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space ‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
 
Lin position paper_on_hunt
Lin position paper_on_huntLin position paper_on_hunt
Lin position paper_on_huntlinioti
 
Jisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc
 
AHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh UniversityAHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh UniversityAHDScotland
 
Continuing professional develpoment_-_lessons_from_india
Continuing professional develpoment_-_lessons_from_indiaContinuing professional develpoment_-_lessons_from_india
Continuing professional develpoment_-_lessons_from_indiaPalani Appan
 
Science and Tech, 7 May 2013: CPD & OER
Science and Tech, 7 May 2013: CPD & OERScience and Tech, 7 May 2013: CPD & OER
Science and Tech, 7 May 2013: CPD & OERAlejandro Armellini
 

Similar to Teaching as a vehicle to wider development for doctoral researchers (20)

Session 1 defining teaching quality in a changing learning landscape march_2013
Session 1 defining teaching quality in a changing learning landscape march_2013Session 1 defining teaching quality in a changing learning landscape march_2013
Session 1 defining teaching quality in a changing learning landscape march_2013
 
Professional teaching standard 2
Professional teaching standard 2Professional teaching standard 2
Professional teaching standard 2
 
‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space ‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space
 
Building Foundations for Para-professionalism
Building Foundations for Para-professionalismBuilding Foundations for Para-professionalism
Building Foundations for Para-professionalism
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.ppt
 
TETS-PRESENTATION-PPT (1).ppt
TETS-PRESENTATION-PPT (1).pptTETS-PRESENTATION-PPT (1).ppt
TETS-PRESENTATION-PPT (1).ppt
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.ppt
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.ppt
 
TETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.pptTETS-PRESENTATION-PPT.ppt
TETS-PRESENTATION-PPT.ppt
 
Bevins introduction of the new curriculum philippines
Bevins introduction of the new curriculum philippinesBevins introduction of the new curriculum philippines
Bevins introduction of the new curriculum philippines
 
Spotlight on inclusive practice –
Spotlight on inclusive practice – Spotlight on inclusive practice –
Spotlight on inclusive practice –
 
Case study: MOOCs for professional development in global eye health
Case study: MOOCs for professional development in global eye healthCase study: MOOCs for professional development in global eye health
Case study: MOOCs for professional development in global eye health
 
The Philippine Professional Standards for Teachers
The Philippine Professional Standards for TeachersThe Philippine Professional Standards for Teachers
The Philippine Professional Standards for Teachers
 
‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space ‘Sweet’ strategies for higher education developers working in the third space
‘Sweet’ strategies for higher education developers working in the third space
 
Lin position paper_on_hunt
Lin position paper_on_huntLin position paper_on_hunt
Lin position paper_on_hunt
 
Jisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigm
 
AHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh UniversityAHDS Annual Conference 2014 - Workshop; Edinburgh University
AHDS Annual Conference 2014 - Workshop; Edinburgh University
 
Continuing professional develpoment_-_lessons_from_india
Continuing professional develpoment_-_lessons_from_indiaContinuing professional develpoment_-_lessons_from_india
Continuing professional develpoment_-_lessons_from_india
 
Science and Tech, 7 May 2013: CPD & OER
Science and Tech, 7 May 2013: CPD & OERScience and Tech, 7 May 2013: CPD & OER
Science and Tech, 7 May 2013: CPD & OER
 
pepe341
pepe341pepe341
pepe341
 

More from Rob Daley

Tracing the Ripples: evaluating the wider impact of small institutional enhan...
Tracing the Ripples: evaluating the wider impact of small institutional enhan...Tracing the Ripples: evaluating the wider impact of small institutional enhan...
Tracing the Ripples: evaluating the wider impact of small institutional enhan...Rob Daley
 
Considerations for successful career planning for research staff
Considerations for successful career planning for research staffConsiderations for successful career planning for research staff
Considerations for successful career planning for research staffRob Daley
 
Round table handout ukcge 020718
Round table handout ukcge 020718Round table handout ukcge 020718
Round table handout ukcge 020718Rob Daley
 
Supporting international research students some pieces of the puzzle 281117
Supporting international research students some pieces of the puzzle 281117Supporting international research students some pieces of the puzzle 281117
Supporting international research students some pieces of the puzzle 281117Rob Daley
 
Ukcge psewg report for conference
Ukcge psewg report for conferenceUkcge psewg report for conference
Ukcge psewg report for conferenceRob Daley
 
Supporting international research students
Supporting international research students Supporting international research students
Supporting international research students Rob Daley
 
UKCGE PSEWG Report for conference 040716
UKCGE PSEWG Report for conference 040716UKCGE PSEWG Report for conference 040716
UKCGE PSEWG Report for conference 040716Rob Daley
 
Managing Your Research Data for Maximum Impact -Rob Daley 300616_Shared
Managing Your Research Data for Maximum Impact -Rob Daley 300616_SharedManaging Your Research Data for Maximum Impact -Rob Daley 300616_Shared
Managing Your Research Data for Maximum Impact -Rob Daley 300616_SharedRob Daley
 

More from Rob Daley (8)

Tracing the Ripples: evaluating the wider impact of small institutional enhan...
Tracing the Ripples: evaluating the wider impact of small institutional enhan...Tracing the Ripples: evaluating the wider impact of small institutional enhan...
Tracing the Ripples: evaluating the wider impact of small institutional enhan...
 
Considerations for successful career planning for research staff
Considerations for successful career planning for research staffConsiderations for successful career planning for research staff
Considerations for successful career planning for research staff
 
Round table handout ukcge 020718
Round table handout ukcge 020718Round table handout ukcge 020718
Round table handout ukcge 020718
 
Supporting international research students some pieces of the puzzle 281117
Supporting international research students some pieces of the puzzle 281117Supporting international research students some pieces of the puzzle 281117
Supporting international research students some pieces of the puzzle 281117
 
Ukcge psewg report for conference
Ukcge psewg report for conferenceUkcge psewg report for conference
Ukcge psewg report for conference
 
Supporting international research students
Supporting international research students Supporting international research students
Supporting international research students
 
UKCGE PSEWG Report for conference 040716
UKCGE PSEWG Report for conference 040716UKCGE PSEWG Report for conference 040716
UKCGE PSEWG Report for conference 040716
 
Managing Your Research Data for Maximum Impact -Rob Daley 300616_Shared
Managing Your Research Data for Maximum Impact -Rob Daley 300616_SharedManaging Your Research Data for Maximum Impact -Rob Daley 300616_Shared
Managing Your Research Data for Maximum Impact -Rob Daley 300616_Shared
 

Recently uploaded

Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfJemuel Francisco
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleCeline George
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptxJonalynLegaspi2
 
Mental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsMental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsPooky Knightsmith
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxVanesaIglesias10
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxHumphrey A Beña
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptxiammrhaywood
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxMichelleTuguinay1
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17Celine George
 
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...MerlizValdezGeronimo
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvRicaMaeCastro1
 

Recently uploaded (20)

Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
 
Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP Module
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptx
 
Mental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsMental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young minds
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptx
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
 
How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17How to Fix XML SyntaxError in Odoo the 17
How to Fix XML SyntaxError in Odoo the 17
 
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
IPCRF/RPMS 2024 Classroom Observation tool is your access to the new performa...
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
 

Teaching as a vehicle to wider development for doctoral researchers

  • 1. Teaching as a vehicle to wider development for doctoral researchers Dr Rob Daley Centre for Academic Leadership & Development r.a.daley@hw.ac.uk @RD531 ANNUAL CONFERENCE 2017: POSTGRADUATE EDUCATION IN THE EUROPEAN CONTEXT SUCCESSES, CHALLENGES AND FUTURES.
  • 2. Why do we provide development opportunities for PGRs? 2
  • 3. Harris Review, 1996 Dearing Review, 1997
  • 4. .. it would be very valuable if institutions were to provide relevant PG students with access to appropriate training towards becoming an HE teacher. Harris Review of PG Education, 1996 PhDs ... should include the provision of at least two weeks’ dedicated training a year, principally in transferable skills. Concordat to Support the Career Development of Researchers, 2008 Universities should….develop or seek access to programmes for teacher training of their staff… Dearing Review Review, 1997 Suitable training should be provided for teaching and coaching activities as part of the professional development of researchers European Charter for Researchers, 2005 Employers will ensure that where researchers are provided with teaching and demonstrating opportunities as part of their career development, suitable training and support is provided. Roberts Review, 2002 UK Quality Code: Chapter B12, 2012
  • 5. What future roles are we developing PGRs for? 5
  • 6. From The Scientific Century securing our future prosperity , The Royal Society 2010 53% careers outside science 17% non-University Research roles 30% stay in Higher Education
  • 7. 7 Employment Sector % HE 42.9 Education (other) 6.0 Finance, business and IT 10.8 Health and social work 13.1 Manufacturing 9.1 Research and development 6.5 Public administration 4.1 Other sectors 6.6 Data from 2010 DLHE Survey
  • 8. 8 Employment Sector Arts & Humanities, % Biological sciences, % Biomedical sciences, % Physical sciences & engineering, % Social sciences, % All,% HE 57.5 43.2 36.5 33.9 67.6 42.9 Education (other) 11.2 4.3 3.2 4.7 3.5 6.0 Finance, business and IT 4.8 9.7 3.8 22.1 8.5 10.8 Health and social work 5.7 7.7 38.9 3.2 5.2 13.1 Manufacturing 1.1 11.9 5.0 18.2 1.9 9.1 Research and development 0.7 13.4 8.6 7.5 2.5 6.5 Public administration 5.4 4.5 1.2 5.3 4.7 4.1 Other sectors 13.6 5.3 2.8 5.2 6.1 6.6
  • 9. How do we design our development provision? 9
  • 10. Frameworks for GTA development Vitae RDF UKPSF
  • 11. 11 4 Domains 12 Sub-domains 63 descriptors 5 Phases
  • 12. 12 UK Professional Standards Framework 5 Areas of activity 6 elements of core knowledge 4 Professional values 4 descriptor levels • 1 - AFHEA • 2 – FHEA • 3 – SFHEA • 4 - PFHEA } PGRs Descriptor 1 Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Descriptor 2 Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.
  • 14. What teaching development do we provide? 14
  • 15. Teaching Development Provision Development • Short introductory courses • Workshops • Online materials • Accredited programmes • PG Certs • External development opportunities • Experience Wider Support • University policy • Wider staff support • Mentoring • Peer observation • Peer support groups 15
  • 16. University of York • University policy for postgraduates who teach http://www.york.ac.uk/admin/hr/resources/policy/postgraduates-who-teach.htm • Role descriptors for various different roles • PGWT Residential (2-day) programme • Introduction to Teaching and Learning (1 day) • York Learning and Teaching Award http://www.york.ac.uk/admin/hr/researcher-development/ylta/ –20 Credits; Oct-June; Min 92 hours activity; Individual supervisors, portfolio assessment –AFHEA recognised • Learning & Teaching Forum workshops etc. 16
  • 17. How do PGRs use their teaching skills? 17
  • 18. What does PRES say about PGR Teaching experiences? PRES 2015 • 51% of respondents have taught during their research programme (33% of 1st years; 70% of Year 4) • Of those who have taught: –60% received appropriate support –63% received formal training. 18
  • 19. What teaching activities are PGRs involved in? • Lab demonstrating • Tutorials • Seminars • Lecturing • Field trips • Assessment • Individual support • On-line teaching/moderating • Supervising UG/PGT research projects • Assisting less experienced researchers • Researcher development • Others? 19
  • 20. Wider application of teaching skills • Research Presentations • Explaining research to other researchers • Public engagement • Job interviews • Funding interviews • Research proposals • Managing staff • Training activities 20
  • 21. Impact of Teaching Development Boman, 2013 • Increased self-efficacy • Increase in effective teaching behaviours • Decreasing communication apprehension • Need for additional training for International GTAs wrt Canadian teaching context. 21
  • 22. Impact of teaching on research 22 …teaching experience can contribute substantially to the improvement of essential research skills (Feldon et. al., 2011)
  • 23. Impact of teaching on wider development? PRES 2015 Teaching experience supports development of various skills –Specifically communication skills –Professional networks –Managing research projects 23 the experience of teaching and demonstrating seems to be an important factor affecting the professional development of research students. It especially improves communication skills UK PRES 2015 report
  • 24. Areas for consideration or exploration • Further evidence of impact would be useful! • Will the broadening expectations on PGRs (PE, KE, Internships etc.) impact on their teaching development? • Do we need to consider international PGRs differently? • How do we support part-time PGRs? • How does teaching fit into CDT development provision?
  • 25. References 1. HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND (1996) Review of Postgraduate Education (Bristol: HEFCE).HIGHER EDUCATION QUALITY COUNCIL (1994) http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/1996/m14_96.htm 2. National Committee of Inquiry into Higher Education (July 1997), Higher Education in the Learning Society, Report of the National Committee, HMSO, Norwich. http://www.leeds.ac.uk/educol/ncihe/ 3. Treasury, H. M. "SET for success: The supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts’ Review." London: HM Treasury (2002). http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/robertsreview_introch1.pdf 4. The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers (2005) http://ec.europa.eu/euraxess/pdf/brochure_rights/am509774CEE_EN_E4.pdf 5. The Concordat to Support the Career Development of Researchers (2008) https://www.vitae.ac.uk/policy/vitae- concordat-vitae-2011.pdf 6. Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills, D. F. Feldon, J. Peugh, B.E. Timmerman, M.A. Maher, M. Hurst, D. Strickland, J.A. Gilmore, C. Stiegelmeyer, SCIENCE19 AUG 2011 : 1037-1039 7. Boman, J.S. 2013, "Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics", The Canadian Journal of Higher Education, vol. 43, no. 1, pp. 100-114. 8. UK Professional Standards Framework (2011) https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf 9. Vitae Researcher Development Framework (2011) https://www.vitae.ac.uk/researchers-professional- development/about-the-vitae-researcher-development-framework/developing-the-vitae-researcher-development- framework 10. Teaching Lens on the Vitae researcher Development Framework (2012) https://www.vitae.ac.uk/vitae- publications/rdf-related/teaching-lens-on-the-vitae-researcher-development-framework-rdf-apr-2013.pdf 25
  • 26. UK Professional Standards framework Descriptor 1 Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of: I. Successful engagement with at least two of the five Areas of Activity II. Successful engagement in appropriate teaching and practices related to these Areas of Activity III. Appropriate Core Knowledge and understanding of at least K1 and K2 IV. A commitment to appropriate Professional Values in facilitating others’ learning V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities Descriptor 2 Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of Activity V. Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices