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Concordat Code of Practice
Practice No. 1283
Last modified: 27/10/2011 11:27:32
Institution: The Royal Veterinary College
Researchers are key members of academic staff. They are central to the College’s status as the leading centre for veterinary research in England, as well as its global aspirations. Beyond this, the College recognises that researchers make many other important contributions, for example in undertaking valuable research support, teaching and supervision duties, and as a vibrant group within the wider RVC community.
Following the launch of the Concordat to Support the Career Development of Researchers, the College developed a Concordat Code of Practice and Guide which demonstrates the Colleges commitment to the provision of timely and effective support for Research Staff and their chosen career paths.
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South West Universities GRAD School (SWUGS)
Practice No. 1008
Last modified: 25/03/2011 08:58:20
Institution: University of the West of England
In April 2008, the HERDA-SW Research Management Group Research Training network submitted a proposal to run a pilot South West Universities GRADschool during 2008/9. The aim of the proposal was to demonstrate and pilot a mutually beneficial regional collaboration in the area of generic skills training for research students. -
North East Reasearch Staff Conference "Steps to Success" 11th September 2007
Practice No. 641
Last modified: 22/03/2011 17:28:31
Institution: Newcastle University
A full day conference for research staff from the 5 North East Universities with a programme aimed to help researchers reflect upon their own professional development and focus on the actions they can take to develop and manage their careers -
Using Social Media in Academic Practice: A Student-led Training Initiative
Practice No. 1191
Last modified: 04/11/2010 15:11:32
Institution: University of Nottingham
The Social Media sessions demonstrated a successful integration of a student-led initiative within a formal graduate training provision. The initiative underlined the importance of engaging PhD students in their own learning and training needs, in both sharing expertise with peers and in contributing to their own professional development. In doing so, it demonstrated to other postgraduate researchers how they might utilise their own areas of expertise to develop further student-led initiatives.
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