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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.

 

 

 

 

 

 

 

 

 

This analysis summarises responses to RCUK’s 2011 survey of research organisations (ROs) regarding the impact of Roberts funding to date, responses to changes in funding and strategies to 2013.

The 2011 survey was voluntary and consisted of open-ended questions. 

 

The data have a number of limitations as a result. Response rate was 50% of all ROs in receipt of Roberts funding in 2010/11, but this includes 92% of the Russell Group and 1994 Group research-intensive universities where much of the Roberts funding was concentrated.

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.

The UCL Graduate School created and leads a collaborative skills training programme for local HE institutions. Its purpose is to allow research students in the participating institutions to enhance their generic and transferable skills, through attending training at other member institutions. Students benefit from access to training at the range of participating institutions, and also through meeting and networking with students outside the confines of their home institution.

We ran a half-day event aimed at academic staff managing postdoctoral research staff to inform them of the requirements and opportunities for developing their researchers.

The web based automated Single Training Booking System provides a central place for customers to browse and book the learning and development provision offered by UCL's main training and development providers. Users can book onto training events, reserve lists and may register their course interests.

This is a brief summary of the organisational model that we have adopted in order to work more closely with Schools, Faculties and Departments and 'partner' with them in understanding and providing for the needs of their particular staff in a ‘bespoke’ way where appropriate. This positions us better to target our resource towards meeting real needs, while striving for enhanced alignment between UCL’s research strategy and individual aspirations. This new model also enables us to work more closely in partnership with other key people deployed at a Faculty or Department level, such as Research Facilitators, Research Leaders, HR Consultants, Faculty Managers etc.

The Graduate Student's Association (GSA) is the representative body within Imperial College Union for all students registered on a postgraduate taught course or research programme across all Imperial campuses.

This is a wide ranging study of existing and past post-graduates of Birkbeck College in order to assess whether our Skills Training Strategy (inplace since 2003) has had an impact upon researcher behaviour.

The viva is often a daunting challenge, frequently approached with anxiety and confusion rather than careful preparation. This session based around a video screening and group discussion helps PGRs to understand the viva and handle it well.