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Practice No. 1275
Last modified: 21/06/2011 11:48:57
Institution: University of Strathclyde
The University of Strathclyde has a long standing reputation for education, research and teacher training in science, engineering and technology disciplines. In seeking to further enhance that reputation by achieving an Athena Swan Bronze Award, we wish to demonstrate how the university is allying its search for academic excellence with a concern for equality of opportunity and inclusiveness across the institution. The Athena Swan project has been instrumental in awareness raising across the University, and the engagement of staff at all levels within the institution in considering current and future practice.
Practice No. 1274
Last modified: 21/06/2011 11:40:37
Institution: University of Strathclyde
A UK-wide process enables UK HEIs to gain the European Commission’s ‘HR Excellence in Research’ badge, which acknowledges their alignment with the principles of the European Charter for Researchers and Code of Conduct for their Recruitment. The UK process incorporates both the QAA Code of Practice for Research Degree Programmes and the Concordat to Support the Career Development of Researchers to enable institutions that have published Concordat implementation plans to gain the ‘HR Excellence in Research’ badge. The UK approach includes ongoing national evaluation and benchmarking. This award recognises the positive actions that the University has taken to support the career development of researchers and the actions in place to implement the principles of the Concordat to Support the Development of Researchers.
The document is based on a gap analysis performed in November 2010 which sought to map existing policies and evidence of good practice to the Principles and Clauses of the Concordat. Actions were then identified where further work was required to ensure complete compliance, and responsibilities assigned. Actions highlighted are where new approaches or changes to existing approaches will be developed, identifying how these will happen and setting timescales. These new approaches will then be implemented and reviewed at regular intervals.
Practice No. 1112
Last modified: 29/07/2010 10:55:27
Institution: University of GlasgowGlasgow’s researcher development initiative aims to develop and support a vibrant community of researchers who can participate in meaningful engagement with researchers from other fields, policy makers, the wider public, and the local community and business sector. This has been achieved through our flagship ‘Making an Impact’ event which connects researcher training with opportunities to put what has been learnt into practice in real scenarios. ‘Making an Impact’ ran 3 times in the last academic year and was well attended by early-career researchers from all disciplines, as well as prospective PhD students. The overarching aim of the event was to help researchers to consider how their research and how they as researchers can have an impact on the local community, Government policy or the economy. Each event had two distinct sections as well as networking opportunities: Part A: Presentations from PhD alumni These were designed to help participants consider the wide range of career opportunities open to them and identify possible routes into these. Many speakers brought examples of how they are continuing to work closely with academia, thus enabling researchers to understand how their research could be used to inform work in museums, policy, social enterprise and spin-outs. These talks have cemented relationships between local organisations and the University. For example, discussions are now underway between a current research student in Adult Education and one of the Social Enterprise speakers about possible research collaboration. Following the presentation from a representative of Glasgow museums, a current researcher was invited to visit and meet curatorial staff to help clarify her career goals. Part B: Presentations from current research students Current researchers presented their work, considering how best to convey its value and interest to an audience outside of their own field (including the external speakers). Pitching their talk at the correct ‘level’ was particularly challenging for many students but they appreciated having an ‘outsider’ perspective as well as finding out about research methods and practice in other fields and areas where they might collaborate or learn from each other.