Developing the global researcher<br />The ‘what’, ‘so what’ and ‘now what’<br />Lynn Clark, Emma Gillaspy & Julie Reeves<b...
HEIs in the 21st century<br />A Copernican change has taken place with regard to the roles of Higher Education Institution...
And what about you…<br />
Objectives<br />Develop a greater awareness of the internationalisation landscape and implications for supporting ‘global ...
National Landscape<br />
International Landscape<br />Europe<br />ERA<br />Mobility!<br />Euraxess<br />Innovation Union<br />1 m new researchers<b...
National surveys<br />PRES<br />60% UK, 12% EU, 29% Overseas<br />CROS<br />35% worked at a research institution<br />	out...
Your internationalisation landscape<br />
And the survey said……<br />8 HEI responses<br />4 Russell Group<br />2 1994 group<br />2 other<br />All have international...
Training/development support<br />
Developing your academic research writing: challenges and tips for writers of English as an additional language<br />Criti...
International office and advisors (students)<br />1-2-1 drop in sessions<br />Exit interviews/surveys<br />International s...
Our 3 institutions….<br />
Ideally what kind of people would we like to develop?<br />
‘The global manager’…..<br />Key issues:<br /><ul><li>  Failure rate
  Rules & relationships
 understanding environment
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Developing the global researcher - The ‘what’, ‘so what’ and ‘now what?’

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  • Lynn??(Brief - what)3 foci for us1st = the ‘what’ when is comes to developing the global researcher – and hence we need to ask ‘what is a global researcher?’2nd = the ‘so what’, implications for us involved directly or indirectly in develop these global researchers.3rd = the ‘now what’, now what needs to happen (as far as are we in this room are concerned) to help support the development of the global researcher?
  • Lynn(Why?) a reason for the audience to be interested in looking at the what, so what and now what...Quotation from UNESCO – what are the implications of internationalisation for HEIs and for individual researchers?(why are we interested in this topic and this workshop)New project – The Global Researcher. Early stages of this project...All of usAbout us?Introductions from each – background.
  • Who they are and want do they want from a workshop like this one...Decide a swift way to gather this information depending on numbersSpecific questions for show of hands? Depends on numbers.. Contingency plan
  • Lynn.J knights definition of internationalisation ‘How about….to share information about the policies (at national, and international levels) relating to the internationalisation of HE, and hence implications for the support for ‘global researchers’. Need to define what these are?‘Those researchers move across boundaries…in and out of UK, in and out of sectors, in and out of different cultures, - do this physically and virtually…’And do so successfully within an global mindsetCollaborative research…. (Peter Kahn, Going Global Conference)Determined by geographyLevel of development (stage of career)Cultural or organisational characteristics (public or private).Do we need to define internationalisation…..Knight’s description is most cited, but very organisational focused – work needed to produce a definition that would be applicable to the individual researchers… and that’s what we’d like to focus our outcomes on…?
  • LC 5mins …NationalRCUKInternationalisation Strategy ‘our vision for international collaboration’ published after 3 new research offices – China, India &amp; US.Holistic approach to internationalisation – to make UK partner of choice, location of study and inward investment..The strategy aims to:• increase RCUK influence in international research strategy and policy development• provide opportunities for excellent UK researchers to flourish in global research collaborations‘RCUK aims to make it simpler for UK researchers to collaborate with their preferred research partners around the world, by supporting enabling activities and reducing barriers’ an example of an enabling activity – library of congress scheme. Researchers placement, work along US scholars, build relationships – future collaborations • enhance the value and impact of research through international collaborationAn example of this outlined by RCUK - Cultural relationships developed – UK and Iran (British library exhibition of important Iranian cultural artefacts)PROFESSOR ALAN THORPE. CHAIR, RESEARCH COUNCILS UK“In a fast-changing world fresh opportunities and new research partners are emerging.”‘This new strategy outlines the ways in which RCUK helps the best researchers work together, wherever they are in the world’.UK Universities published ‘Future of Research’ 2011 (makes recommendations – to key policy makers in UK) – but will it be influential? Rec 4 BIS should enhance schemes to enable researchers and industrialists to exchange places for three or six-month periods, which means engaging with motivation. To increase dialogue, enable researchers to acquire understanding of industrial problems, and enable industrialists to mentor young researchers in new perceptions of problem identification. (See also Rec 15).(clearly relevant to the global researcher – manager angle) – developing inter-sector mobility/cultural competency!)Rec 15 Universities should enhance their knowledge capital by promoting mobility and circulation, nationally and internationally, as a key part of career development for their best people. (See also Rec 4).Rec 6 Research Councils, other funding bodies and Higher Education Institutions (HEIs) should consider enabling a much larger proportion of academic staff they support, to gain overseas experience, with funded sabbaticals in other research economies.(again, implicate for HEIs and those that support researcher development)Rec 8 Research Councils and BIS should expand current investment in international mobility when financial flexibility once again allows. One way might be for BIS, through the Research Councils, to offer an enhanced salary plus a completion bonus on a research studentship when at least 12 months have been spent studying in an overseas university (but at only marginal cost to the Research Council, which would otherwise see this as a constraint on numbers of studentships). An even larger premium could be offered to those who choose to work in one of the emerging research economies. The net gain to the UK in terms of collaborative links, knowledge of overseas activity and net expertise, would be very large. The cultural shift could be even more significant.(again. What are the implications of these for HEIs and those in the audience)How far away is financial flexibility….I wonder)(this final rec clearly in line with European policy – ERA)Concordat (heard lots about this… - acknowledge there are expectations around recognising benefits of mobility - for UK and organisations)Principle 3 ‘..equip and support…to be adaptable flexible…in increasing diverse mobile global research environment’A wide variety of career paths is open to researchers, and the ability to move between different paths is key to a successful career. It is recognised that this mobility brings great benefit to the UK economy and organisations will, therefore,wish to be confident that their culture supports aand that all career paths are valued equally.Principle 6 ‘..induction – effective to understand organisation, policy and procedures’ ‘mentoring culture’All principles reflect the need to enhance support for inward and outward movement of researchers!HR Excellence in Research Badge – HEIs signed up to meet requirements of Concordat principles in order to gain this badge.For instance ‘committed to integrating all researchers into their departments’ UOL Concordat implementation groupVITAE/CBI/RCUK strategy forum – also reported on the future of research in the June meeting. While this forum acknowledged the strength of UK research based and professional/career development provision (funded by roberts) – also stated that must remain internationally attractive to researchers, researcher organisations and businesses – and cite 6 priorities – incl.The importance of increasing the absorptive capacity of business for research, researchers and innovation, particularly through people transfer. Maintaining and improving the international standing and attractiveness of the UK for researchers, research-led companies and international businesses. Counter the negative perceptions of the changes to funding HE, and the visa restrictions...UKBA. Priority visa application to researchers applying for UK positions (Nature Blog, Feb 2011)… whole workshop on this…and important to stay focused most relevant issues.RDF – Julie to add in about Global Citizenship.Knowledge of:Global, organisational, cultural and environmental contexts, and the wider impact of research The social and ethical implications of research, and public attitudes to these issues The range of mechanisms to support knowledge transfer and maximise the impact of research in academic, economic and societal contextsBehavioursAppreciates and works with diversity and difference in research and educationAttitudeRecognises the importance of accountability of research with regard to social and economic impacts, internationalisation and global citizenship
  • EU – commission European Research Area (created following Lisbon EC meeting 2000)Purpose – Overcome fragmentation of research along national and institutional barriers - Enhance (mainly physical) mobility - Make favourable environment – develop, attract, retain HR in research. - Promote innovation across EuropeTo help with this...Guidance- European charter for researchers 2005, (provide guidelines – employers, funders and researchers produced to make research an attractive career, which is a vital feature of its strategy to stimulate economic and employment growth.Recognition of mobility (by employers) value of mobility (by researchers) = exchanges, placements, inductions – integration , peer mentoring...broadminded culture to career paths Mobility - academic and university management staff) allow universities to build up the networks from which future internships, employment and projects for students can be developed. - direct exposure of staff to the reality of business will help to understand and anticipate the changing training and innovation needs of industryToolERA initiative - Euraxess (previously Researchers Mobility Portal) a portal to support mobility of researchers. Research Mobility Portal UK (supported by BC).Outline of future visionThe vision of what European Research Area should develop by 2020….EU push for even greater unity to help recover from financial problems – outlined in a document recently published called Europe 2020, a strategy document ‘…for smart, sustainable and inclusive growth’. Work is going on to translate the Vision 2020 into a series of strategic objectives, with indicators and possibly targets will be attached in order to monitor and evaluate progress.In 2010, Innovation Union Communication - has given a new strength to the ERA 2020 vision. By calling for the creation of a common framework of principles and objectives by 2014.Innovation through research – more investment – key objective to get 1 million new researchers – where from???JR UNESCO – World Declaration on HE for 21st century: Vision and Action (1998) &amp; attending Framework. Article 11 - Qualitative evaluation(b) ‘Quality also requires that higher education should be characterized by its international dimension: exchange of knowledge, interactive networking, mobility of teachers and students, and international research projects, while taking into account the national cultural values and circumstances.’Article 13 - Strengthening higher education management and financing recommends managers understand global issues. Article 15 - Sharing knowledge and know-how across borders and continentsFramework – ‘further promote international academic mobility’Reflects global context and trend where expectations impact on every aspect of HEI – not just UG recruitment. Raises questions about ethical obligations – mobility can’t just be one way traffic
  • Emma – headlines from Janet….Common issues for researchers…(inward/outward)Mention feedback from cross-cultural workshop by NW Hub
  • Emma
  • Emma
  • Also 3/8 provide within HEI support for PSS staff
  • Most refer to induction processes for PGR, some for RS and academic. Few examples of specific courses or support
  • Future plans include:Training: Fellowships in the EUAcknowledge need to do more in this area
  • ‘Put in this order, because Emma just spoken on last slide and I’ll be speaking on next slide…If a different order is preferred, that would be cool by me’ Lynn.All 3 of us….UOLConcordat Implementation Group – produced a action plan for the HR excellence in Research Badge (may have been awarded by this point). Action plan includes - Integration of staff in departments &amp; development of mentoring cultural on agenda. Group members are reviewing PRES, CROS and PIRLS as part of this... Brief look at these...no major difference from national findings reported by Emma...Currently,HR/ODD – run a research team leader programme that includes session on collaborative research – local, national and international. Other offering under review to ensure compatible with RDF.Skills Team/Education development – Cultural competency for PGRs/Postdocs/academic staff/supervisors. Thesis writing for international PGRs, series of ODEs,New offering under review to be compatible with RDF. Research strategyInternationalisation strategy in development. Position ourselves as a global university...Draft includes, 25%students overseas students, 40% pgrs are overseas, double number of overseas exchanges of staffMore strategic overseas partnershipsMore overseas philantropy...(others...but all very similiar to other Russell group universities)UoSInternational strategyThe Global GraduateConcordat advisory group on the implementation of the Concordat – aiming for HR badgePDU – Introduction to cross-cultural communication and collaborative working programme planned for 2012 UofMAwarded HR excellence in research badge. Concordat implementation plan includes: -Encourage mobility between academia/industry, UK/overseas, research disciplines/Groups through placements/exchanges as a development tool-Develop/enhance induction (welcome &amp; support) programmes &amp; resources for international, EU, &amp; UK staff at Group, School/Faculty &amp; University level. Produce RS handbook-Develop online questionnaire for exit interviews to monitor/evaluate provision Research strategy:-Section on maximising partnerships and collaboration (publications with co-authors from outside UK have higher citations)-Prestige university studentship scheme to attract the best researchers-Remain alert to opportunities to recruit top‐class and/or iconic researchers who complement and reinforce our identified strengths-Promote intersectoral mobility to facilitate movement of staff between the University and business, government and community organisations-Work with media relations to identify ways to project our research image nationally and internationally as part of the University’s communications strategy International advice team for students inc PGRs &gt;25% staff are from overseas. New internationalisation strategy under development. To include relationships with international research partners, the international impact of our research, transnational education, recruitment and support of international students, staff and alumni and strengthening our global brand Courses:-Academic Writing in English-Managing relationships-Working positively with others (for RS in multi-cultural environments)-Managing others effectively-Maintaining momentum inc Dealing with difference and Supervising cross culturally and at a distance
  • Lynn (15mins)With the picture of this landscape painted...What kind of people would we like to develop – who will thrive within this landscape ?How would they act/behave/be...?Global attitude and mindset – what does that look like?
  • JulieHow does this compare to the global manager in the corporate sector?Valuable insights here:Failure rate of ‘off-shore placements’ 10-15% Earley 2006, or &quot;It has been found that 40% of people who travel overseas on business report difficulties in forming good international business relationships“ Communicaid – can be a costly experience.Common themes in literature and also cultural competency inventories are around ‘rules and relationships’ in a given environment:1) Understanding the environment/culture – not just at superficial level but deeper understanding, hardest things are the unspoken rules, the subtle conventions around interaction – we need to place this in a pedagogic context. Key though is 2 - 2) Relationship building – how one cognitively approaches and then deals with cultural difference. Individual’s ability to recognise and value diversity. Int.HRM interviewee – diversity is the way into this – ‘valuing the difference I bring and valuing difference in others’. ‘Every researcher counts’ = v. important campaign.3) The strength of one’s own identify, ability to care for oneself, deal with difficult situations eg. bribes, family patronage, conflict etc.Ethics – corporates cite this as one of the biggest problem areas – how to get the same rules applied across the world. This may require very clear leadership qualities. Experience in corporate sector raises some interesting questions for HEIs: 1) are we so very different in academia, are global researchers/leaders’ different? 2) if not, are the people with the knowledge the best people to set up new programmes overseas campuses, to manage that really important international collaborative project, or that virtual research team? 3) if the person with the academic knowledge is central to the success of such activity what do we need to do to minimise the potential failure rate? Lead on to final activity!
  • Julie3 flipchartsDo we want to ask if there is support from departments/supervisors and managers/institution that could be helpful? Give some more data to use in the project scoping…
  • All 3 of us.WhatWhat’s driving and happening already to support global researchers.. Concordat, HR badge of excellence, RDF, RCUK international strategy. UKUNirecs, EU – ERA/Euraxess. Data?So what (key points/questions?) – the Ethics of internationalisation and the impact of this on the ‘global researcher’ have yet to be discussed: e.g. UNESCO’s ‘brain gain initiative’ . The implications of sending and receiving researchers. - Links between all the BIG players ‘supporting mobility…of researchers in and out of Uk?Global Citizenship ‘JR’ what does this means? (connecting the local to the global) what are institutions doing, and their concerns..- Data headlines mean that….Now whatCommon/key wants from the audienceOur next actions (email summary of ‘how could ‘global researcher’ be supported)….proposal to VITAE for funds to deliver support nationally (do we want need to mention this here?)Feel for the problem, what audience need, what there concerns are.Scoping out this project – how we might be able to support them. Our intentions
  • Developing the global researcher - The ‘what’, ‘so what’ and ‘now what?’

    1. 1. Developing the global researcher<br />The ‘what’, ‘so what’ and ‘now what’<br />Lynn Clark, Emma Gillaspy & Julie Reeves<br />
    2. 2. HEIs in the 21st century<br />A Copernican change has taken place with regard to the roles of Higher Education Institutions (HEIs). No longer do national systems of higher education lend prestige to their constituent parts, the institutions: rather, the opposite is true. It is the internationally acknowledged qualities of individual institutions which lend prestige to the national systems to which they belong.<br /> UNESCO 2007<br />
    3. 3. And what about you…<br />
    4. 4. Objectives<br />Develop a greater awareness of the internationalisation landscape and implications for supporting ‘global researchers’ <br />Develop a shared understanding of what it means to be a ‘global researcher’<br />Input into future developments to ensure our researchers thrive wherever they are in the world<br />
    5. 5. National Landscape<br />
    6. 6. International Landscape<br />Europe<br />ERA<br />Mobility!<br />Euraxess<br />Innovation Union<br />1 m new researchers<br />I-strategy?<br />Worldwide<br />UNESCO – Declaration & Framework<br />
    7. 7. National surveys<br />PRES<br />60% UK, 12% EU, 29% Overseas<br />CROS<br />35% worked at a research institution<br /> outside the UK<br />PIRLS<br />Rated academic collaboration<br /> Importance<br /> Confidence <br />Less confident in management and leadership of people<br />
    8. 8. Your internationalisation landscape<br />
    9. 9. And the survey said……<br />8 HEI responses<br />4 Russell Group<br />2 1994 group<br />2 other<br />All have internationalisation strategy in place or under development<br />
    10. 10. Training/development support<br />
    11. 11. Developing your academic research writing: challenges and tips for writers of English as an additional language<br />Critical reviewing of research papers - for international students<br />Inclusion and diversity in HE<br />Thesis writing for research students whose first language is not English<br />Careers in Europe<br />Sections in induction for international researchers<br />Staying Safe When Doing Field Research<br />Intercultural competence<br />Creating an Inclusive Environment<br />Academic Jobs in the EU<br />Courses<br />
    12. 12. International office and advisors (students)<br />1-2-1 drop in sessions<br />Exit interviews/surveys<br />International staff handbook<br />Research staff conference<br />Careers support to encourage mobility<br />Embedded within other content e.g. diversity training, managing relationships, leadership<br />International office run induction for all staff<br />PGR mentoring<br />Other support<br />
    13. 13. Our 3 institutions….<br />
    14. 14. Ideally what kind of people would we like to develop?<br />
    15. 15. ‘The global manager’…..<br />Key issues:<br /><ul><li> Failure rate
    16. 16. Rules & relationships
    17. 17. understanding environment
    18. 18. relationship building
    19. 19. personal integrity/self-management
    20. 20. Ethics
    21. 21. Need to select the right people: Operational stance, </li></ul> attitude & behaviour <br /><ul><li> In HEIs who are the best people to act globally? </li></li></ul><li>How could the ‘global researcher’ be supported to be successful?….By: Their Institution National organisations What is the researcher’s responsibility?<br />
    22. 22. What…So what…Now what…<br />

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