Vitae researcher development conference 2009: realising the potential of researchers 08 September 2009 - 09 September 2009

Fringe sessions

Session 1 (16.30-17.00)

Doctoral candidates and young researchers training and skill development

Presenter: Elena Xeni
Job title: Secretary of Eurodoc (The European Council of Doctoral Candidates and Junior Researchers)
Institution: Eurodoc

Outline: The fringe session presented preliminary results of EURODOC European wide survey on the situation of doctoral candidates and young researchers. What is the real situation concerning current training and skill development of doctoral candidates and young researchers? Where are the real differences between countries, cultures and models of doctoral education and what can we learn from them? The structure of the survey is as follows: Qualification; Career path (status, contract conditions, different sectors of the employment market, motive for the dissertation); Financing (amount, limitation); Training & Supervision (training of faculties, training courses, regularity and quality of supervision); Working conditions (workload, maternity/paternity); Results of scientific work (publications, conferences); Mobility (past/planned mobility, kind of mobility - teaching, research, exchange programmes, etc. - financing); Sociodemographic indicators (gender, children, social background). The focus of the session was on doctoral candidates and young researchers skill development and training in the different European countries.

Opportunity knocking: strategic choice in postgraduate training programmes

Presenter: Dr Denise M Carter
Job title: Project Researcher
Institution: University of Hull

Outline: This fringe session focussed on the range of skills and competencies postgraduate doctoral researchers gain through formal training programmes and the consequences this has for their future research and careers. The fringe session opened by examining issues around postgraduate researcher's perception of formal training elements of doctoral programmes, and their understandings of employability and transferable skills. This preliminary section was underpinned by the outcomes of research currently being undertaken at the University of Hull, and included initial research findings. Next, the session explored best practice and possibilities for shared learning by facilitating discussion between interested parties from a range of backgrounds. In particular, this session explored whether current formal training programmes meet perceptions of need in a number of key areas:

• postgraduate researchers perceptions of their own needs and priorities
• supervisor and other key stakeholder perceptions and priorities
• marketplace and employer understandings of key skills.

Your first three years' experiences of research staff development in the context of a 'new' university

Presenter: Dr David E Evans
Job title: Head of the Graduate School
Institution: Oxford Brookes University

Outline: This fringe session considered the issues and opportunities in developing and running a research staff development programme in the context of a 'new' university. It considerd the opportunities, advantages and disadvantages involved in dealing with different groups of staff combined within a single programme and with the specific research staff development issues of an institution seeking to achieve rapid growth in its research capacity. The presenter was responsible for the development of the programme and the implementation of the Concordat at Oxford Brookes and is a former member of the 'Rugby Team'.

What is doctorateness?

Presenters: Vernon Trafford, Research professor
                       Janet Bohrer, Assistant Director, Development and Enhancement Group, QAA

Institution: Anglia Ruskin University

Outline: What is doctorateness? What identifiable characteristics exemplify all doctorates? What accepted ‘must-have' features typify any doctorate? How do examiners judge doctoral-worthiness in submitted theses? These are possible questions to be addressed in the forthcoming project into ‘the nature of doctorateness' led by the QAA working jointly with a number of other organizations and representatives. Although the term itself may not be widely familiar, it has been extensively used in this decade by those involved with understanding and/or explaining doctoral experiences. As a notion, it captures the essential characteristics of ‘doing a doctorate'. However, it also embraces the multiple meanings associated with doctoral degrees ~ referring to ‘my' doctorate, ‘doing and achieving' a doctorate, the ‘highest' academic award that can be studied for, ‘a never-ending experience' and ‘a preparation for life.' This session, firstly, invited colleagues to discuss and offer opinions on the question ~ What is doctorateness? Next, it presented evidence from eight years of independent research on this topic based on extensive experience from doctoral vivas, supervisions and examinerships.

Postgrad Cafe Scientifique - to take away! [double session 16.30-17.30]

Presenter: Kevin Byron
Job title: Postgraduate Skills Developer
Institution: University of Leicester

Outline: Please note: this fringe was a double session lasting one hour

This workshop demonstrated a typical Postgrad Cafe Scientifique evening in action. There were two short presentations by postgraduates and a team creative challenge and quiz for attendees. Handouts were provided on how to organise and run a PG Cafe Scientifique. Finally a proposal was put forward to interested attendees to join a network of new postgraduate cafes in Universities across the UK. In Dec'08 the first PG Cafe Scientifique was launched at the University of Leicester and since that time it has grown in popularity and is considered the best community event for postgraduate researchers at the University. The novel features of the Leicester PG Cafe Scientifique are that it is targeted at research postgraduates with the underlying aims of enabling attendees to network and exercise their communication and presentation skills. To this latter end the presentations at the Cafe events are by the postgraduates themselves who discuss their research pitched at 'The public understanding of science'. The events also include a networking team challenge.

Developing critical thinking skills

Presenters: Dr Sue Jickells and Dr Steph Aspin
Job title: Postgraduate Skills Development Tutors
Institution: University of East Anglia

Outline: Critical Thinking Skills (CTS) are seen as essential for postgraduate researchers, yet how many of us could define and explain in detail what CTS really are? A recent change in postgraduate researcher training at UEA has provided us with an opportunity to design and deliver a module in developing critical thinking skills. This module will be a half day session designed for postgraduate researchers in the sciences and to be delivered to postgraduate researchers in their first year as part of a module designed to develop researcher skills. This fringe session for the Vitae researcher development conference 2009 looked at our development of the CTS session, explaining the philosophy of the course development and demonstrating example exercises. Participants were encouraged to give feedback and share their experiences of developing and delivering CTS training.

European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers (charter and code): the UK and Greece paradigm [double session 16.30-17.30]

Presenter: Argyroula Sigala  - view Argryoula Sigala fringe session slides
Job title: Administrative Director NHRF, Coordinator of the Greek NCP Network for PEOPLE specific programme of 7th FP
Institution: National Hellenic Research Foundation (NHRF)

Outline: Please note: this fringe was a double session lasting one hour

As a major component of the EU's strategy for the stimulation of employment and economic growth, the charter and code sets up the pylons for a competitive, transparent and open labour market for researchers. This fringe session was dedicated to the exchange of information on practices, difficulties, progress, and future perspectives and challenges regarding the charter and code between the UK and Greece. This session attracted representatives from UK organizations (Universities, research centres etc), policy makers, researchers and also whoever desires to be informed on the importance and application of this EU institutional tool. The information gained from the discussions and in particular the very good example of the UK served as a basis in similar events that the National Hellenic Research Foundation (Greece) plans to organise in other countries where the level of the awareness and the adoption of the charter and code is relatively low.

Culture Club: why are the British like that?

Presenters: Pete Bailie, Director
                       Crispin Harris, Director
Institution: VOX Coaching in collaboration with the University of Manchester

Outline: Why do the British behave like that? How can I communicate with them more effectively? VOX Coaching, in collaboration with the University of Manchester, is developing a practical course that provides an essential introduction to British culture. The course will be ideal for University staff and PhD researchers new to the UK, and for those interested to understand the experience of living here. This conference fringe session provides a flavour of the course content and opportunities for reflection and discussion. Whilst there is broad understanding of some issues surrounding diversity, opportunities for rehearsing the practical application of principles are rare. We'll look at adapting our individual styles to communicate more effectively in British cultural (and University) contexts; at the uses of language, spaces, social codes and public behaviour. Exploring differences in culture and habits, we'll find ways to feel more comfortable and be more clearly understood. VOX Coaching specialise in communications training for University staff. Our expertise comes in part from training actors and directors for careers in the media at Universities and Drama Schools.

Enhancing Statistical Skills for Research Students: the experience of the University of Reading

Presenter: Alessandro Leidi
Job title: Senior Statistician
Institution: Statistical Services Centre [SSC], the University of Reading

Outline: The Roberts' Review (2002) identified "a lack of training in transferable skills" of UK researchers. Since then, the Graduate Skills Development Program at Reading has invested in training in statistical skills, which have been very well received by researchers. The practical application of statistics using computer software is the focus.  Postgraduate researchers reap the immediate benefit while at Reading, and also realise they have acquired an eminently transferable skill for furthering their careers.

The SSC has developed a set of courses for delivery either face-to-face or by distance learning. The on-line courses are fully facilitated, i.e. tutor-led and time-restricted. The courses offer a variety of learning activities with colour, movement, sound and interactivity to cater for different personal learning styles.  Researchers' progress is monitored and their improvement is quantified. The high level of peer-to-peer and student-to-tutor interaction ensures a high completion rate (>80% ­- surprising for statistics training).

The SSC also routinely provide this training to other research institutions in the UK and overseas.

Session 2 (17.05-17.35)

Vitae's researcher activities programme 2010: your chance to input

Presenter: Peri Cihan (with Tennie Videler)
Job title: Programme manager: researcher activities
Institution: Vitae

Outline: Each year Vitae run a programme of national activities for researchers. We are currently planning for our programme in 2010 by researching what is already available for researchers and exploring how we can add value at a national level. Input from researcher developers in institutions will be key to the ideas generation for the 2010 programme. This fringe session will provide you with the chance to get across your ideas and shape the programme of activities, while hearing and commenting on ideas from others in the sector. We are keen to explore new topics and innovative ways of engaging with PGRs and research staff - be that a face-to-face event, a training course or an online activity...all ideas are welcome and will play an important role in developing next year's activities!

Best practises in supervision: the case of positive criticism

Presenter: Elena Xeni
Job title: Secretary of Eurodoc (The European Council of Doctoral Candidates and Junior Researchers)
Institution: Eurodoc

Outline: Background: Doctoral researchers have many times said to be students of ‘weak personalities' (Kussmaul 1995). Some are not dynamic nor and adventurous. It may very well be that when researchers embark upon their PhD studies, they are quite self-confident and motivated young people, but in the course of their studies they lose their self-confidence as a result of their supervisors' criticism (Calzada Pérez (2005). Thus, the phenomenon of ‘weak personalities', is closely related to supervision issues and it can be a matter of teaching, as doctoral researchers need to be taught to undertake Doctoral Studies "in a confident manner" (Kussmaul, 1995:33). Various theories and practices can be of great help to supervisors supporting their attempts to boost the doctoral researchers' self confidence in the course of their Doctoral Studies. There is another thing they can do, though, during those years: They can deliver Positive Criticism.

Assessment within development events as evaluation of researcher support programmes

Presenter: Martin Gough - view Martin Gough fringe session slides      view Martin Gough fringe session handout 
Job title: Lecturer in Higher Education and Academic Practice
Institution: University of Kent

Outline: In the first 10 minutes Martin will present some interim findings, derived from a research project currently being funded by the Centre for Excellence in Preparing for Academic Practice, on the question of the appropriateness of assessment in development events which do not lead to an award. The project has been exploring the experiences of newer researchers on this matter. For the latter part of the session, participants will engage in open-ended discussion considering their reactions to these findings in the context of skills and development provision at their own institutions. This will be with a view to articulating the pros and cons of types of assessment, for different areas of development, in programmes with and in programmes without an award, and whether to have grading and pass/fail outcomes. The discussion will inform the ongoing project further.

Progress and getting involved - International Journal for Researcher Development

Presenter: Dr Denise Dear
Job title: Academic Development Consultant
Institution: University of Cambridge

Outline: At Vitae's first conference in September 2008, a fringe meeting took place regarding the possible creation for an on-line, peer-reviewed, not-for-profit journal on researcher development. It was here that over 20 Universities thrashed out the beginnings of IJRD - the International Journal for Researcher Development - http://www.researcherdevelopmentjournal.org/. Since then, we have managed to develop an on-line journal using the Scholarly Exchange software which is part of the Public Knowledge Project for development of knowledge sharing environments http://pkp.sfu.ca/, put together a posse of reviewers and Associate Editors and have been most fortunate in Professor Nigel Thrift agreeing to become Editor-in-Chief. The first issue was published in April and has been very well received. This fringe session will enable current and would-be contributors to the journal to meet and formulate an action plan for the future direction and growth of the journal.

Developing support materials for postgraduate researcher training - videos, DVDs, on-line material

Presenter: Dr Sue Jickells
Job title: Postgraduate Skills Development Tutor
Institution: University of East Anglia

Outline: Whilst face-to-face skills development sessions help postgraduate researchers develop their skills, such sessions are not necessarily run at times when the researcher has maximum opportunity to practice those skills or when they actually have most need. For example, how many postgraduate researchers are delivering a poster in the fortnight after your 'designing and presenting a poster' session? Developing materials which can help support researcher learning and which are available for researchers to access when they need them can help skills development. As part of our postgraduate researcher development programme at the University of East Anglia, we have already developed videos/DVDs to help postgraduate researchers in their skills development and are continuing to develop more DVDs and other support materials. We are interested in exploring whether there are others of you in the community who have already developed similar materials and who would be interested in forming a 'resource support materials community'. Some initial ideas for such a community are to:

• share materials - either free of charge or at readily affordable cost
• share ideas for developing new materials
• seek sources of funding to develop new materials
• explore opportunities for synergistic development of new materials.

A review of the use of online courses in Research Skills training

Presenter: David Babington-Smith
Job title: MD
Institution: Epigeum Ltd

Outline: Almost half of the UK's top 100 universities use online solutions for delivering Research Skills training. With the tremendous growth in researchers, improvements in elearning technologies, and growing expectations of researchers to receive online support, this fringe session will look at the experiences of universities to date. The fringe session will be chaired by Epigeum, the academic publisher. In collaboration with 12 UK & Irish universities, Epigeum has developed 15 online courses that cover research skills, ethics and personal skills. They equate to 45 hours of study and are now in use in over 50 universities in the UK and Ireland. The session will have two presentations; one from Epigeum and another from a London university, on their experience of course implementation - which strategies work and which strategies are not so successful. There will be a Q&A session afterwards.

Information in the research lifecycle: maximising know-how and impact

Presenters: Moira Bent and Wendy White - view Moira Bent and Wendy White fringe session slides
Job titles: Faculty Liaison Librarian & National Teaching Fellow; Faculty Librarian & Institutional Repository Manager
Institutions: Newcastle University and University of Southampton, on behalf of SCONUL, RLUK and RIN.

Outline: What are the key information factors at each stage of the research lifecycle, from the scoping of proposals to the promotion of outcomes? This fringe session will explore issues that are affecting the context in which researchers are finding, managing, creating and disseminating information. Research Councils and other funders have developed clear policies on the open access archiving of publications and, increasingly, data. Postgraduate researchers are now required to provide electronic copies of their theses in many institutions. There is increasing pressure from a number of stakeholders for researchers to demonstrate the impact of their work.  Do these developments require researchers to develop new skills? The recent RIN report, Mind the Skills Gap, [www.rin.ac.uk/training-research-info] identified issues relating to information handling skills for researchers, for example, how well do researchers understand their roles and responsibilities as producers and consumers of information? How does this context influence the way postgraduate researchers and early career researchers are supported?

Presentations will outline key issues and act as a stimulus for facilitated discussion. We will explore how we might best:

• anticipate the information literacy needs of researchers
• identify current gaps in research support, particularly relating to maximising impact
• maximise the potential of research support collaborations.