This document provides guidance and considerations for research staff career planning. It summarizes the speaker's own career path in research and academic development roles. It then discusses common career paths for researchers, including staying in academia or pursuing roles outside of higher education. The document provides statistics on doctoral career destinations and research staff career aspirations. It also covers a range of topics for career planning, such as determining long term goals, required skills development, and available support. Interview processes and strategies are reviewed, along with tools for self-assessment and professional development planning. A variety of resources and support options are also listed.

1. Career Planning
-considerations for research staff
Dr Rob Daley
Academic Learner Services
Heriot-Watt University
r.a.daley@hw.ac.uk
@RD531

2. My own career path
• 1993 Start PhD in Materials Chemistry (UCLAN)
• 1998 Start Postdoc at RGU
• 1999 Awarded PhD
• 2002 Second Postdoc at Dundee
• 2004 Postdoc moves to Aberdeen University
-----------------------------------------------
• 2005 Postdoctoral Development position at Leicester
• 2008 Researcher Development position at HWU
• 2013 Secondment to York (1 year)
• 2014 Return to Academic Development post at HWU
• 2017 Restructured to Teaching Development post at HWU
• Next ???????
2

3. 3
Quote from Professor Julia Buckingham, CBE, Chair of Concordat Strategy Group,
and Vice-Chancellor and President, Brunel University London

4. Many people ask themselves
“What career do I
want?”
4

5. …a better question is
“What do I want from
a career?”
5

6. Career Considerations
1. What do you want to achieve long term?
2. How do you want your career to progress?
3. What future career opportunities exist within your current
work area?
4. What future career opportunities exist for you outside
your current work area?
5. What would you really like to do?
6. What skills would you need to develop for this new role?
7. What support do you need and from whom?
6
From PDR guidance notes, available at:
https://intranet.hw.ac.uk/ps/hrd/od/PDR/Pages/Guidance-Notes-.aspx

7. Researcher Careers: The Data!
7

8. 8
UK doctoral career destinations
For ECRs:
88% careers outside HE
12% HE Research roles
1.5 % make Professor
78.6% of UK Research Staff
want to stay in HE academic
roles. (CROS 2015)
From The Scientific Century securing our future prosperity , The Royal Society 2010

9. Career Aspirations & Expectations
HWU CROS 2017, % National CROS 2017, %
Aspire Expect Aspire Expect
HE primarily Research &
Teaching
47 43 43 37
HE primarily Research 35 18 34 24
Other role in HE 1 5 3 5
Research outside HE 8 13 8 11
Self-employment 3 2 3 2
Other Occupations 3 9 4 7
Don't Know 2 10 5 14
9
77% of UK Research Staff want to stay in HE academic roles. (CROS 2017)

10. HWU career development
planning data from CROS 2015
10

11. Academic Careers
…..some considerations
11

12. Make-up of UK University Researchers 2014/15
12
Source: The Royal Society https://royalsociety.org/~/media/policy/projects/eu-uk-funding/phase-2/EU-role-in-
international-research-collaboration-and-researcher-mobility.pdf

13. Gender & Equality Considerations
13
Image from HESA: https://www.hesa.ac.uk/news/25-02-2016/academic-staff

14. UK University Landscape
• 164 UK Higher Education Providers
• 201,380 Academic Staff
• 2.28 Million students (7.75 million UG; 532,970 PG)
14

15. UK University Landscape
Russell Group
24 Larger Research Intensive Universities
• Oxford, Cambridge, Edinburgh, Glasgow,
Sheffield, York, Leeds, Nottingham etc.
Highly influential with government and
research councils
http://russellgroup.ac.uk/about/our-
universities/
Ex 1994 Group and similar
Smaller Research Intensive, or Research
Led, Universities
• Heriot-Watt, Strathclyde, St Andrews,
Aberdeen, Lancaster, Leicester,
Loughborough, etc.
15
Ex Polytechnics
Teaching focused with some applied
research
• Edinburgh Napier, GCU, RGU, West of
Scotland, Sheffield Hallam, Manchester
Met., Wolverhampton, De Montfort etc..
Smaller specialist institutions
Smaller Universities of Colleges focused
on narrow range of disciplines
• QMU, York St John, Chester, Cumbria,
Liverpool Hope, Roehampton, etc.
Which would suit you?

16. Academic Roles: day by day
• administrative work, committee work
• analysing data and preparing reports
• applying for research funding
• presenting work at conferences and seminars
• preparing for teaching and designing courses, programmes
etc.
• teaching in lectures, seminars, labs
• marking and assessing work
• student support, personal tutoring, supervision etc.
• writing up research and publishing the findings
• public engagement and knowledge exchange
16
Adapted from https://www.prospects.ac.uk/postgraduate-study/phd-study/getting-an-academic-job

17. Understanding what is valued!
The theory
– A PhD
– Research experience
– Papers and funding
The reality
– A PhD
– Research experience
– Papers and funding
– Teaching experience
– Good research ideas
– A research plan (5-10 years)
– Good fit with existing department activities
– And a whole lot more
17

18. Nested Contexts of Academic Practice
© McAlpine & Hopwood 2007
See :
http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearningins
titute/documents/overview/cetl/AP_document.pdf

19. Careers outside the academic bubble
…….some considerations
19

20. So much to choose from!
• Self Employment?
• Work related to your discipline background?
• Work within the wider HE sector?
• Work related to other skills and experience?
• Teaching?
• Retrain?
• Run away and join a circus?
20

21. Non-academic roles and other sectors
University Roles
• Research Office
• Knowledge Exchange
• Academic Development
& Careers
• Registry Functions
• Technical
Non-university Roles
• Public Sector research and
policy
• Voluntary Sector research
and policy
• Commercial Sector
research
• Consultancy
• Research Councils, QAA,
Funding councils etc.
• Other national or
professional bodies 21

22. The application process

23. Employers Perspective
• Identify the organisational need
• Identify the resource to meet that need
• Define the role (job description)
• Define the person specifications (essential and desirable)
• Advertise the position
• Shortlist candidates
• Selection event(s) –see next slide
• Collect references
• Decide which candidates are appointable/not appointable
• Rank appointable candidates
• Offer job to first choice
• Accept or reject followed by offer to second choice
• Probation Period

24. Applicant Perspective
• See Advert and Job Description
• Map experience and ability to the person
specifications (essential and desirable)
• Complete and submit application
• Prepare for interview or selection event
• Receive offer (or not!)
• Accept or reject
• Probation Period

25. Writing Your Application
Two general formats
1. CV and covering letter
2. Formal Application from
You need to provide clear and comprehensive
evidence that you have all the essential skills
and experience and most or the desirable ones.
If you lack a particular essential skill or
experience then demonstrate how you have
something similar and a willingness to
undertake training to gain that soon after
starting the job.
Or a combination of all!

26. The Curriculum Vitae
“A brief account of a person's education,
qualifications, and previous occupations,
typically sent with a job application.”
(Oxforddictionaries.com)
26
Academic vs Other?
CV should match Person Spec!
CV should be succinct but provide enough
information to get an interview!
See: http://www.shintonconsulting.com/postdocs/cv-feedback/
https://www.ucc.ie/en/media/support/careers/nelie/postdoccvguide/CVGuidefor
PhDandPostdoctoralResearchers.pdf

27. Selection Events
• Informal interviews/chats
• Telephone Interviews
• Psychometric testing
• Practical test/exercises
• Presentations
• Technical Interviews
• Final Interviews

28. Interview questions
• Generic Questions
teamwork, leadership, negotiation skills, difficult
situations, project experience, strengths/weaknesses
• Questions based on the job description/person
specification
• Questions based on your application/CV
• Questions based on what you have already said or
not said!

29. What Interviewers are looking for?
• Do you have all the essential skills and experience
as listed in the person specification? (quality of
evidence is important!)
• How many of the desirables do you have?
• Have you any other useful skills/experience?
• Is there anything that is not clear, things that they
are unhappy about, anything they wish to probe
further?

30. The ball is in your court!
• Treat all questions as an opportunity to impress!
• Do not be afraid to take control of the interview (it is
not an interrogation it is a conversation)
• Have questions for them prepared in advance.
• Do not assume that they remember all your
application and CV. Repeat your experience if you
feel it is appropriate/necessary.
• Do not make assumptions on what they will infer
from the information that you have provided.

31. Treat all contact as part of
the interview process
• Telephone conversations regarding the position
or regarding the interview arrangements
• Greetings, informal hellos
• Tour of the buildings
• Meeting the team(s)
• Informal lunches
• Waiting with the other candidates

32. STAR
• Situation
–-What was the context, background etc.
• Task
–-What was your role specifically,
• Action
–What did you do, how, details
• Result
–What did you achieve, the benefits, outcomes etc.
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See: a) https://www.enterprisealive.co.uk/connect-with-us/tips-on-using-the-star-technique-to-answer-job-
interview-questions/
b) https://www.theguardian.com/careers/careers-blog/star-technique-competency-based-interview

33. Common Questions
• Icebreakers (weather, your journey, accommodation, the
locality, where you grew up etc.)
• Why do you want this job?
• Where does this job fit in your overall career plan?
• Where do you see yourself in 5 years time?
• What are your main strengths and/or weaknesses?
• Gaps in CV!

34. Feedback
• Always ask for feedback once the process is
complete! (be careful how you ask)
• Be open to criticism (welcome it!)
• Each interview is a learning experience, try to
maximise what you learn.
• Reflect on what went well and where you could improve
• Note the difficult questions and how you wished you answered them
• Note the questions and answers that you feel went really well

35. SWOT Analysis
&
Development Planning
35

36. SWOT Analysis
Strengths
ThreatsOpportunities
Weaknesses
See next slide!

37. SWOT Analysis
• Strengths
• Weaknesses
• Opportunities
• Threats
It may help you to consider this for up to
three different goals, such as
1. Completing your present post
2. Achieving your next post
3. Achieving your long-term career
goals
See https://www.mindtools.com/pages/article/newTMC_05_1.htm
Template available at
https://www.mindtools.com/worksheets/Personal_SWOT_Analysis_Worksheet.pdf

38. Guidance on Development Plan
When reviewing your development, you may find the following
questions helpful to consider:
1. What aspects of your role do you really enjoy doing?
2. What aspects of your role are more challenging for you?
3. What skills do you need to develop to help you in your
current or any future role?
4. What skills do you need to develop over the next 12
months?
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39. Gaining Experience
• Deputising
• Workshops
• 1-1 support
• Special projects
• Extra responsibilities
• Mentoring
• Learning on the job
• External roles
• Member/chair of a
committee
• Coaching or being coached
• Professional qualification
• Attending /presenting at
/organising a conference
• Action Learning Set
• Self-directed learning
• Work shadowing
• Secondments
• Volunteering
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40. Vitae Researcher Development
Framework (RDF)
• describes the knowledge, behaviours and
attitudes of researchers
• encourages researchers to aspire to excellence
through achieving higher levels of development.
• is a tool for planning, promoting and supporting
the personal, professional and career
development of researchers in higher education.
http://www.vitae.ac.uk/rdf

42. RDF Tools
An Introductory presentation:
http://prezi.com/z47y1q5jxgbo/rdf-workshop-for-vitae-conference-
2010/
RDF Lenses:
https://www.vitae.ac.uk/researchers-professional-development/about-
the-vitae-researcher-development-framework/lenses-on-the-vitae-
researcher-development-framework

43. Developing your profile
1.Who knows who you are?
2.Who knows what you have achieved?
3.Who knows what you are doing?
4.Who knows what you could achieve?
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44. Social Media & Web Presence
Social Media Web Presence
1. Picture
2. Biography
3. Publications
4. Present projects
5. Other activities
6. Vacancies for
PGRs/Postdocs etc.
7. Blog?
8. Presentations, videos etc.
9. Links to social media
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Any others?

45. A word about PDR!
• Take control!
• Focus the discussion on your development
• Use the paperwork to push your development
plan
45

46. Further Reading
• “Job Interviews: Top answers to tough questions” by John Lees
and Matthew J Deluca, McCraw-Hill 2008
• The Art of Building Windmills: career tactics for the 21st
century, by Peter Hawkins, GIEU 1999
• Vitae carer site http://www.vitae.ac.uk/1270/Careers.html
• Leeds university Careers Site
http://careerweb.leeds.ac.uk/academics/crs/index.asp
• University of Warwick Careers web site
http://www2.warwick.ac.uk/services/careers/researchers
• “Moving on in Your Career: a guide for academic
researchers and postgraduates” by Lynda Ali and Barbara Graham,
Routledge / Falmer (2000)

47. Other sources of support
Web resources
• Coaching https://intranet.hw.ac.uk/ps/hrd/od/CandM/Coaching/Pages/default.aspx
• Mentoring www.hw.ac.uk/staffmentoring
• Vitae Careers pages https://www.vitae.ac.uk/researcher-careers
• University of Manchester “Is an Academic Career for you?”
http://www.academiccareer.manchester.ac.uk/foryou/postdoc/
• Prospects https://www.prospects.ac.uk/postgraduate-study/phd-study/getting-an-academic-job
Books
• How to Succeed as a Scientist: From Postdoc to Professor, by Barbara j.
Gabrays & Jane A. Langdale, Cambridge University Press, 2012. (NB!)
• Managing Your Academic Career, Wyn Grant & Philippa Sherringham,
Palgrave MacMillian 2006.
• Moving on in Your Career, Lynda Ali & Barbara Graham, Routledge
Falmer 2000.
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48. References
1. The Scientific Century securing our future prosperity , The Royal Society 2010,
https://royalsociety.org/~/media/Royal_Society_Content/policy/publications/2010/429497012
6.pdf
2. ‘Careers in Research Online Survey (CROS) 2015 UK aggregate results’, CRAC 2015
https://www.vitae.ac.uk/vitae-publications/reports/vitae-careers-in-research-online-survey-
report-2015-for-cros.pdf/
3. Five Steps Forward - Progress in implementing the Concordat to Support the Career
Development of Researchers 2008-2017. Available at https://www.vitae.ac.uk/vitae-
publications/reports/vitae-5-steps-forward-web.pdf
4. How We Got Here: UK Higher Education under Neoliberalism by Radice, H., ACME: An
International Journal for Critical Geographies, [S.l.], v. 12, n. 2, p. 407-418, Mar. 2015. ISSN
1492-9732. Available at: https://www.acme-journal.org/index.php/acme/article/view/969
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49. Good Luck with
your career!
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