Enhancing researcher development across doctoral training cohorts and communities
A Vitae event
Holiday Inn, London Bloomsbury
Monday 15 June 2015
Bookings now open.
Update: Speakers announced
- Professor Paul Harrison, Pro Vice Chancellor for Research and Innovation, Sheffield Hallam University
- Professor Sally Heslop, Academic Director of Graduate Studies, University of Bristol
- Dr Nick Watmough, Academic Director of Research Degree Programmes, University of East Anglia
- Professor Deirdre Heddon, Dean of the Scottish Graduate School for Arts & Humanities
- Dr Maike Stam, Coordinator EpiTRAITS, University of Amsterdam
Event Overview
This event will bring together stakeholders in cohorts and communities of doctoral researchers, to consider how we can best work together to meet their professional development needs.
The morning session will focus on challenges of structure and identity for providing professional development in the context of multiple doctoral communities. For example, how do we promote community and inclusivity, and ensure equality of opportunity and experience across the many types of doctoral cohort we interact with? How do we navigate the governance of doctoral training partnerships, and what is the role, positioning and influence of researcher developers?
In the afternoon, speakers and discussions will aim to move us forward in thinking about opportunities for greater efficiency and effectiveness in the professional development of doctoral researchers. For example, how do we balance the role of competition versus collaboration in cross-institutional and industry partnerships? How do we prepare researchers to have impact, to be employable and to be more strategically and commercially aware?
Each session will be opened by speakers with specific expertise in the topic, leading into facilitated round table discussions, aiming to move the professional development agenda forward in light of the evolution of new doctoral training structures, multiple doctoral communities, new partnerships within and across institutions, and the potential for harmonised versus fragmented solutions to effective and efficient professional development.
