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  • O1 - So you’re new to research staff

    Day 1 at 09:45 - Those new to working in research staff development face a potentially bewildering array of policies and procedures. Research staff also have unique developmental needs which are important to consider when putting together programmes. So, where do you start? What do you really need to know when working with research staff for
  • O2 - So you’re new to postgraduate researchers

    Day 1 at 09:45 - This session will give participants an opportunity to explore the development needs of postgraduate researchers and help to demystify some of the policies, terms, acronyms and organisations that make up the researcher development agenda.
  • O3 - So you’re new to the UK HE system

    Day 1 at 09:45 - This pre-conference workshop will provide international participants with the opportunity to meet each other and Vitae staff before the main conference begins. The session aims to provide background information for the conference to enable participants to understand the context of researcher development within UK higher education institutions, and the contribution of Vitae. For those new to the UK higher education system, the session will cover key structures, reports, policies, organisations, along with successes and challenges in the professional development of researchers.
  • Workshops

    Vitae Researcher Development International Conference 2014
  • A1 - Supporting widening participation students in their transitions onto postgraduate and research study

    Day 1 at 15:20 - In this workshop we are inviting participants to focus their attention on students from a Widening Participation background who continue their academic career in research (or who for a variety of reasons are unable or unwilling to do so). In particular, we would like to explore the motivations and barriers that frame the transitions of these students onto postgraduate study, and, consequently, how we can support these transitions. We will be building on the messages recently identified in the HEFCE policy document (HEFCE, 2013*; see also Universities UK blog**) and HEA research***, both of which shed light on the reasons behind low participation rates in postgraduate programmes amongst non-traditional students and gaps in provision for the latter.
  • A2 - The Training Game

    Day 1 at 15:20 - Nearly all universities will now have in place some format of training programme for their researchers, both staff and students. The Research Development Framework, Doctoral Training Centre initiatives, and the amended QAA code all underpin the importance of such training being integral to the research experience. But how easy is it to achieve buy in? How do we market the availability of such training in such a way that all can relate to it, access it, and participate? What if we don’t use the RDF Planner? What if our training is delivered from multiple sources within the organisation? How and where do we link up our resources in innovative and appealing ways? This session will give participants the opportunity to review their training model and assess and evaluate the power of its attraction. Looking particularly at research staff - from early career researcher to professor – participants will be asked to team work and share ideas in order to develop different ways of re-package training/skills programmes in innovate and eye catching formats that might improve attendance and access, and have more meaning for the stakeholders. The session will also profile one approach that UCLan have developed as a response to the challenges above. All welcome!
  • A3 - International comparisons in postgraduate education: quality, access and employment outcomes

    Day 1 at 15:20 - - in collaboration with UKCGE The ‘International comparisons’ report is one of three publications commissioned by HEFCE with the aim of contributing to information sources on postgraduate education and potentially to inform policy. It compares masters and doctoral education in England with postgraduate education in seven other countries: Australia, Germany, India, Norway, Scotland, Spain and the United States and has three overarching themes: quality, access and employment outcomes. The report is being published on 9 September with two other postgraduate reports commissioned by HEFCE and this workshop will provide an initial opportunity to explore the project findings.
  • A4 - Embedding support for disabled students into postgraduate researcher provision

    Day 1 at 15:20 - Disabled postgraduate research students (PGRs) and the staff who support them face a number of challenges, and due to the nature of the doctoral process these differ from those experienced by disabled students on taught courses. In 2009 the University of Nottingham created a post designed to work as part of both the central Disability Support service and the Graduate School and in doing so has embedded support for disabled students into mainstream provision for PGRs. What has become apparent from this is that many of the issues disabled students face are not dissimilar in nature to those experienced by their non-disabled peers, although they are likely to be more severe. Therefore much of the work that is done to improve the experiences of disabled students also benefits those who have not disclosed a disability. This workshop will examine the insights that have been gained into the nature of these challenges, provide an opportunity to share what other institutions are already doing to address these and explore what additional approaches might be taken to incorporate the needs of disabled PGRs and the staff who support them into the researcher development process.
  • A5 - Support for researchers in the arts and humanities post-PhD

    Day 1 at 15:20 - The Arts and Humanities Research Council (AHRC) and the British Academy (BA) commissioned a study from Oakleigh Consulting Limited to understand more about the issues faced by researchers in the period immediately following their PhD. Both funders wanted to obtain further insight into the diversity of roles, opportunities and employment for researchers who work in research organisations following their doctorate, and the needs and aspirations of researchers at this early stage of their career. The study was focused on those who wish to pursue a career in the higher education sector. The aim being to increase understanding of the numbers and types of roles and contracts taken up, as well as how well supported and informed these early career researchers feel in pursuing their careers. The study comprised a survey and a series of interviews with early career researchers, at various points in their career, and staff in a variety of roles at a range of research organisations.
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