Sector reviews and reports relating to the development of researchers ordered in the year they were published:
The Researcher Development Framework has been developed by Vitae with the sector as a tool for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It describes the knowledge, skills, behaviours and personal qualities of researchers and encourages them to aspire to excellence through achieving higher levels of development.
This UKCGE report seeks to understand the current context within which doctoral level education is being undertaken in the UK and review the kinds of developments that are taking place.
The Careers in Research Online Survey (CROS) was revised in 2008 in light of the Concordat to Support the Career Development of Researchers and run by 51 HEIs in spring 2009. The report is an analysis of CROS 2009 on behalf of the CROS Steering Group.
This publication reports findings from the Careers in Research Online Survey (CROS), conducted by higher education institutions (HEIs) in spring 2009. CROS is designed to gather the anonymous views of research staff in UK HEIs about their experiences, employment, career aspirations and career development.
This report provides an overview of known evaluation activity relating to researcher training and development mapped against the Rugby Team Impact Framework (RTIF). The work reviewed was carried out predominantly during the 2008/09 academic year, together with work in progress or planned. Also included is an overview of the support provided to the sector aimed at growing evaluation activity.
This report summarises the findings of the first three years of Postgraduate Research Experience Survey (PRES) from 2007 to 2009, which reveal a great deal about how postgraduate research students view their experiences.
The report provides an overview of inputs and outcomes, including recommendations of the meeting held in early January 2009.
A UK Higher Education sector working group co-ordinated by RCUK, with a membership largely drawn from within the HE sector and representing the interests of employers, employees and funders, is working to create a new framework for the management of research staff. This workstream has been endorsed by the UK Research Base Funders' Forum, which represents all the major public and private funders of public good research in this country.
The Rugby Team Impact Framework is an evaluation model for training and development activity specifically tailored to the context of training and development of researchers in higher education (HE). It explores the potential benefits of investment in training and development activity for the many different stakeholders groups. It proposes a model foevaluation and highlights example techniques for evaluation. It is intended that the Impact Framework will foster, support and potentially guide existing and new ways of effectively evaluating researcher training and development.
The Quality Assurance Agency's feedback to the sector regarding their preliminary responses to their doctoral discussion paper.
This report summarises the top-level findings of the second national survey in the UK of what postgraduate research students think about their experiences, the Postgraduate Research Experience Survey 2008 (PRES 2008).
In 2007, EPSRC made payments totalling £1.4M to 28 organisations to support training and/or course development in the area of entrepreneurship with the aim of increasing awareness and encouraging innovative approaches to the exploitation of research. Universities were asked to describe how this money has been spent within the annual reporting on Roberts Skills Funding to RCUK, due in November. The document is a brief summary of the main messages from the 2007 reports.
The report provides an overview of inputs and outcomes, including recommendations of the meeting held in early January 2008.
The first national survey in the UK of what postgraduate research students think about their experiences provides a useful snapshot of the research student experience with implications for policy and practice within the sector.
The Council for Science and Technology published a report on researchers' careers. It recommends a national framework for research careers and that research staff should be given greater independence at an earlier stage.t
This document outlines the Research Careers and Diversity strategy and future developments and targets. The associated brocure sets out the five strands of the strategy and highlights examples of activities that have proved particularly successful and profiles some of the talented people who are carving out a research career in this country: RCUK Strategy for Success
The report provides an overview of inputs and outcomes, including recommendations of the meeting held in early January 2007.
The QAA released their reports on their review of postgraduate research degree programmes for England and Northern Ireland and a separate report for Wales: QAA Review Wales.
A study of the full economic costs to higher education institutions associated with postgraduate research students. It is based on the methodology used in the Transparent Approach to Costing (TRAC). JM Consulting study of the full economic costs to higher education institutions associated with training postgraduate research students.
Code of Practice for the assurance of academic quality and standards in higher education. Section 1: Postgraduate research programmmes
Code of practice for the assurance of academic quality and standards in higher education for the guidance of higher education institutions subscribing to the Quality Assurance Agency for Higher Education (the Agency).
The UK GRAD Programme (now Vitae) in collaboration with the Research Councils and the HE sector identified the set of competencies that a postgraduate researcher should have or develop during the course of their PhD degree programme. The Skills Training Requirements of Research Postgraduates (Joint Skills Statement) was replaced in 2010 by the Researcher Development Statement , which sets out the knowledge, behaviours and attributes of effective and highly skilled researchers appropriate for a wide range of careers.
The Researcher Development Statement supports UK HEIs in their implementation of the Concordat to Support the Career Development of Researchers, the QAA Code of practice for research degree programmes and the ‘Roberts' recommendations for postgraduate researchers and research staff.
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