- Database of practice
- Analysis of HEI Roberts reports (2004 and 2009) for the Roberts Skills Panel, 2010
Analysis of HEI Roberts reports (2004 and 2009) for the Roberts Skills Panel, 2010
RCUK commissioned analysis of 2004 and 2009 university reports on the use of ring-fenced payments for career development and transferable skills training of researchers (Roberts payments).
The report informed an independent review panel about progress by universities in implementing skills-related recommendations of the 2002 Report of Sir Gareth Roberts’ Review by providing an overview of "distance travelled" between the 2004 outline strategies for use of the funds and 2009 annual reports.
- East of England, London, Midlands, Scotland and Northern Ireland, South East, Yorkshire and North East
- Date first submitted:
- 20 Jul 2012
- Date last modified:
- 20 Jul 2012
- Relationship to RDF:
- Domain A: Knowledge and intellectual abilities
- Domain B: Personal effectiveness
- Professional and career development
- Domain C: Research governance and organisation
- Domain D: Engagement, influence and impact
- Working with others
- Researcher development strategy/management
- Independent Review Panel for progress in implementing the skills-related recommendations of the Roberts Review
- Those planning or developing development programmes for postgraduate researchers and research staff
Impact Level 4: Outcomes
Most ROs’ response to Roberts funding prioritised rapid expansion of training ppportunities to PGR. Organisations with small Roberts allocations showed the greatest variety in their aspirations for researcher development. The majority of reports offer little detail with regard to RS strategy and some suggest a less secure understanding of requirements in respect of RS. 2009 reports showed a high degree of consistency between outline plans and direction travelled.
Rationale, aims and outcomes
What is the rationale for doing this?
How does it fit with institutional strategy?
What are the main features of the provision?
What are the aims and expected outcomes?
The report aims to inform an independent review panel about progress by universities in implementing skills-related recommendations of the 2002 Report of Sir Gareth Roberts’ Review "
SET for Success".
Are there any pre-requisites for engagement, e.g. levels of skill, years of experience, essential pre-activities?
How many participate in each 'activity'?
sample consists of 95 research organisations across the spectrum of Roberts payment levels (57% research-led universities, 24% teaching-led universities, 11% research institutes and 8% specialist HEIs).
Evaluation: benefits, challenges and next steps
How do you monitor effectiveness?
Who do you seek feedback from?
Do you have benchmarks?
Presentation of key findings was positively received at a workshop at the Vitae Conference in 2010.
The report draws quantitative conclusions sparingly for reasons of limitations in the data and offers them only as broad indications.