Slides from a workshop delivered at the UKCGE Annual Conference in Porto on July 7th 2017.

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.

13. 1311 Sub-domains 30 Elements

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
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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

27. THANK YOU!
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