Preliminary Evaluation of Level 2 RTIF Impacts of Trainning
- Birkbeck College, University of London
- Date first submitted:
- 21 Nov 2009
- Date last modified:
- 14 Dec 2009
- Personal effectiveness
- Research project skills
- Academic practice
- Researcher development strategy/management
- Enterprise-related activities
- Career development
- Research staff
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 study has a triple rationale:
1. It seeks to assess the quantative reasons for the success or otherwise of our researchers in terms of completion/non-completion/career development.
2. It seeks to assess whether our skills training provision strategy of the last six years has had an impact in terms of changing the behaviour of our researchers (level '2' RTIF impact)
3. It further seeks to provide us with information which we may then use to evolve an on-going strategy to review the level '2' impact of our provision.
As such, the study is an effort to meet the aims of the Rugby Team Impact Framework. At the same time, however, we are also beginning to assess how we might better align our skilld trainning provsion with the Research Concordat, in particular by assessing whether we have been successful in changing the perceptions of our researchers to preparing themselves for entry into the wider (non-academic) emploment arena.
Are there any pre-requisites for engagement, e.g. levels of skill, years of experience, essential pre-activities?
How many participate in each 'activity'?
Evaluation: benefits, challenges and next steps
How do you monitor effectiveness?
Who do you seek feedback from?
Do you have benchmarks?
The benefit is to the HEI as a whole. The study will help us to retrospectively assess our skills provision and prospectively design our future skills provsion strategy to meet the aims of the RTIF and research Concordat.
The primary challenge for the study has been the evolution of a robust methodology to provide an appropriate overview of the effectiveness of our skills provision. We have overcome this challenge by means of the employment of an established social scientist to design and conduct the study. The primary methodological e;lements include:
1. Design of a questionnaire to be filled in by current and past researchers. Collatuion of material.
2. The conducting of individual interviews (collation of material).
3. The conducting of focus groups (collation of material).
The study will have two outcomes:
1. Review and adaptation of existing skills provision in the light of results.
2. The establishment of a future strategy for on-going evaluation of level 2 impacts.