A presentation at the IOE's Teaching and Learning Conference by Nazlin Bhimani and Richard Freeman. Here we map the current provision for researcher development at the IOE using vitae's RDF.

1. Developing the
researchers of tomorrow
at the IOE
Nazlin Bhimani
Research Support & Special Collections Librarian
Dr Richard Freeman
Programme Leader for Researcher Development

2. Researchers of Tomorrow: The research
behaviour of Generation Y doctoral students
http://bit.ly/ResearchersOfTomorrow (June 2012)
In 2009, the British Library and JISC jointly
conducted a three-year longitudinal study on
the information-seeking and research
behaviours of doctoral students born between
1982 and 1994 (which they dubbed ‘Generation
Y’). This study involved 17,000 doctoral
students from 70 universities.

3. Five challenges identified:
need to build on existing skills
1. use of primary source materials;
2. ability to access relevant resources;
3. understanding of open access and copyright issues;
4. use of innovations in technology in doctoral research
activities;
5. sufficient training and awareness to enable best use
of the latest opportunities in the digital information
environment

4. MPhil/PhD Research Training
Programme
• Research skills, generic/transferable skills
• Core courses (early stage)
• Core courses (later stage)
• Specialist/Advanced Courses
• Academic Competencies
• Facilitating Learning in HE
• Reading Seminars
• Graduate Seminar, Poster Conference, Paper
Conference

5. Core Courses – early stage
Taken in the first year of full-time study or first five terms
of part-time study.
• Information and Literature Searching
• Self-review and Working with your Supervisor
• Conceptualising and Designing Research (CDR)
and either Collecting and Analysing Data (CAD) - compulsory for
students whose work is primarily empirical
Or Research in the Arts and Humanities (RAH) - compulsory for
students whose work is primarily theoretical

6. Core Courses – later stage
May be taken at any time, but preferably after the early stage
core courses.
Students should attend at least one course in qualitative analysis
or quantitative analysis or theoretical inquiry.
• Qualitative Data Analysis: an introduction
• Qualitative Analysis Workshop
• Quantitative Analysis I
• Quantitative Analysis II
• Quantitative Analysis III
• Conceptual and Theoretical Inquiry

7. Specialist/Advanced Courses
Again, these may be taken at any time, but preferably after the
early stage core courses.
Students may take as many specialist/advanced courses as they
wish.
Four of these courses - Improving Lecturing, Incorporating ICT into
Teaching in Higher and Professional Education, Incorporating
Recent Technologies in Teaching, and Learning in Small Groups
– are HEA-recognised modules on the MA Teaching and
Learning in Higher and Professional Education programme.
In addition, they may attend up to two Master’s degree modules
appropriate to their research.

8. Research and Generic Skills Annual
Review and Training Plan
Designed to help students plan a programme of training
and development suited to their particular needs and
to serve as a record of the skills acquired during their
period of registration.
The review process should take place shortly after initial
registration and again at the end of each academic
year.

9. Academic Competencies
These are generic skills courses offering opportunities
for various kinds of personal and professional
development.
They are organised under three headings:
•Communication of Academic Research
•The Academic Career
•Using Technologies
(We are always open to suggestions for new sessions)

13. RDF at IOE
Used to provide structure for “Researcher Development
at the IOE” LibGuide
 The guide demonstrates how Vitae’s Researcher Development Framework
can be applied to the training provision already in place at the IOE and
within the Bloomsbury Colleges e.g. Library, BPSN and one-off events
 It highlights the Doctoral School’s Graduate Seminars, Poster and Summer
Conferences
 It highlights training that is available online e.g. NVIVO at
http://bit.ly/NVivoSPSS
 AND it highlights where our provision is perhaps patchy

14. Over to you…
What more/different can we do
for (doctoral) researchers and
doctoral supervisors?

15. Contacts:
Nazlin Bhimani
(n.bhimani@ioe.ac.uk)
Richard Freeman
(r.freeman@ioe.ac.uk)
Institute of Education
University of London
20 Bedford Way
London WC1H 0AL
Tel +44 (0)20 7612 6000
Fax +44 (0)20 7612 6126
Email: info@ioe.ac.uk
Web: www.ioe.ac.uk

16. Lib guides use RDF
Either screenshots of four areas – or risk showing it live!
Go through those highlighting what we do (inc. BPSN and one-off
events)
DS Graduate Seminar; DS Poster Conference; DS Summer Conference
Starting to record sessions using Blackboard Collaborate and making
those available e.g. http://bit.ly/NVivoSPSS
Plan to produce linked short videos, e.g. my conference trip – freely
available on youtube (?)
Your twitter feed for innovations – anything else?
Then… over to them. What more/different can we do for (doctoral)
researchers and doctoral supervisors?