D12 Workshop summary and outcomes

Exploring the professional development of research training professionals

Gill Johnston, Head of Teaching Learning and Development Unit, University of Sussex and Vitae South East Hub Co-ordinator and Dr Judith Williams, Postgraduate Training Facilitator, University of Manchester and Vitae North West Hub Co-ordinator

Overview

Six years after the introduction of Roberts payments there is a growing community of professionals employed by HEIs in 'Roberts posts', supported by a network of independent trainers, and growing national mobility across such posts. These developments may suggest the emergence of a new career path and a concomitant need to provide more structured opportunities to acquire and validate relevant experience and expertise.

This workshop asked participants to share their experiences and highlight their development needs as professionals and explore the potential to develop a national CPD programme for the sector.

Presentation summary

The session was divided into

1. exploration by groups of the type of profile, skills, responsibilities, career experiences and aspirations of those currently in researcher training posts or are external training consultants
2. overview and discussion of the types of training and professional qualifications available to researcher trainers and those currently used by institutions. See handout 1 for more information 
3. discussion about what types of the things could be offered by a national organisation in order to plug existing gaps.

Discussion outcomes

1. Example profile of a research training professional

• There is no single common profile,
• Training roles are found in a broad variety of divisions and departments within an institution
• Lengths of contract vary from one year to permanent
• Participants felt that if Roberts money was no longer ring fenced that essentially they should be more broadly categorised as ‘trainers', ‘developers', ‘consultants' or ‘coaches'.

Experience

• The backgrounds and experience of individuals were varied. (eg a career in research, teaching in FE and HE)
• Participants who train felt is was important (essential?) to have experience or knowledge of the research environment. Without it, trainers lacked credibility with their audience. Independent trainers in particular relied on credibility to market their offer.

Skills

• Flexibility and adaptability,
• Consultancy skills to identify the need and develop a training solution
• Evaluation
• Client management: internally in HEIs - negotiating climate between HR (pull) and staff and graduate schools (push)
• Organisation
• Financial management
• Managing others .

Experiences of independent trainers

• Develop training by invitation - less or no influence on the wider context or programme within which the training fits
• Distanced from internal politics.

Training

• Few participants experienced  formal training tailored for their role.
• Non role-specific training included Certificate in Training Practice (HR focus), HEA certificates (academic teaching focus)
• Some in-house training available within institutions for those interested in pursuing an academic career is relevant to trainers
• For some there were cost and time limitations (portfolio writing) associated with some qualifications
• Many actively sought (non-accedited) upskilling opportunities.These were opportunities to improve their knowledge and skills.

Career aspirations

• These were very varied (eg web development, lecturer in educational research, organisational strategy, coaching and mentoring and staying put).
• The landscape is constantly changing. Institutions are seeking to upskill their own staff so there is less reliance (in some instances) on external trainers as part of building their strategy beyond 2011. However, participants acknowledged there was still a place for buying in specialist expertise.
• The lack of formal career progression makes it difficult to articulate to someone interested in a career in training within the HE sector how they might go about it.

2.   Overview and discussion of the types of training and professional qualifications available to researcher trainers and those currently used by institutions

See handout 1 for information 

Other opportunities include:

• formal and informal mentoring
  Many feel that they have developed links through  GRADschools and have developed informal mentoring opportunities. Many people have asked for further support with this to link trainers across institutions and with external trainers.
  
• Vitae-run activities
  Tutor training and advanced tutor training have been cited as very beneficial to trainers to hone their skills, develop contacts and gain new ideas. This may be worth looking at on a national or regional level.  

3.   What could be offered by a national organisation in order to plug existing gaps

• upskilling workshops (delivered nationally or through the regional Hubs)
• Vitae to engage with a national professional body (CIPD or SEDA) to develop a qualification for trainers working in and with (postgraduate) higher education:
• any qualification has to be sustainable and valid beyond Roberts and Vitae's existence.
  • CIPD has the most currency within and outside the HE sector?
  • any qualification must acknowledge existing experience and be flexible enough to apply to postgraduate and researcher staff trainers and developers
  •  it would potentially be useful in recognising the professional role within academic structures
• Vitae could develop a template for self-directed learning
• recognition by Vitae of trainers working in the postgraduate sector, identifying those with experience and understanding of working with researchers
• potential to explore a mentoring model or action learning sets
• career profiles.

 

View the D12 presentation slides

View detailed summary of workshop outcomes