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  • D10 - Divergence and convergence in international research cultures and practices: implications for researcher developers

    Day 2 at 13:45 - Cross-cultural researcher development is a complex and multi-faceted emerging area. For example, it could include UK HEIs and research institutes with overseas campuses, UK researchers moving internationally, international researchers moving to the UK, and international research collaborations. However, the needs of researchers in international campuses and international researchers are not necessarily all the same.
  • SISA1 - Increasing the visibility of doctoral graduates competencies in the European employment market

    Day 1 at 17.20 It is important that HR reference frameworks for use by the public, employers, policy makers and researchers in Europe properly reflect the skills and competencies of doctoral graduates, and that universities enable doctoral graduates to record and present the full range of their competencies to prospective employers. ESCO, for example, is the multilingual classification of European Skills, Competencies, Qualifications and Occupations across sectors as part of the Europe 2020 strategy. The ESCO classification identifies and categorizes skills, competences, qualifications and occupations relevant for the EU labour market and education and training, developed in an open IT format, and available to all free of charge via the ESCO portal. The Diploma Supplement is a document providing a standardized description of the nature, level, context, content and status of the studies completed by its graduate holder. It is produced by the higher education institutions according to standards agreed by the European Commission, the Council of Europe and UNESCO. There is debate about creating a comparable supplement for doctoral graduates. This session will outline preliminary work between VITAE and Adoc Talent Management on the inter- relationship of European competencies frameworks for researchers in relation to employability, and how we plan to ensure that HR reference frameworks in Europe improve their ability to describe and promote doctoral graduates and their careers.
  • Special interest sessions

    Vitae Researcher Development International Conference 2014
  • SISA2 - From doctoral student to practising professional - bridging the gap through a discovery based workshop approach

    Day 1 at 17.20 EngD students are doctoral students whose career path is expected to lead to technical leadership roles in industry. Central to their training programme at Manchester is Professional Practice - what it means to be a professional engineer. Previous experiences of delivering such content on Professional Practice, typically as a “shopping list” of attributes and competences to aspire to, had fallen short of expectations. Feedback was poor, students found it hard to engage with the notion of professional engineering competences and what they might mean in real working practice. This contrasted with their deep understanding of the technical skills and specialist knowledge they were obtaining through their doctoral research. We will describe a radical rethink of engaging our students with this topic, and its successful application in a completely re-designed workshop. It encourages students to explore the world of the professional engineer through interviews, case studies, role models, and by importing tools used in industrial leadership development and strategic facilitation. Ultimately students formulate their own statements of professional engineering competence. We believe this approach could be equally relevant in other, non-engineering, professional sectors.
  • SISA3 - Making online programmes work for Researchers - A blended approach

    Day 1 at 17.20 In 2013, University College Cork gained the HRS4R in recognition of the University’s on-going commitment to adopting the principles of The European Charter for Researchers and a Code of Conduct for the Recruitment of Researchers. This commitment is echoed in the University’s Research Strategy. Epigeum is a leading publisher of on-line courses. In line with UCC’s mission to prioritise the delivery of staff development programmes for Researchers, UCC engaged with the Epigeum development group to develop Professional Skills for Research Leaders (PSRL). PSRL is an online programme designed to help individual researchers enhance their approach to leadership, management and engagement. It will enable participants to identify a range of strategies and opportunities to establish themselves as research leaders, from writing compelling and competitive funding applications to managing relationships with team members and collaborators. The course delivers high quality, accessible training which is complemented by six practical workshops facilitated by in-house trainers and expert guests. As a transferrable qualification is desirable to participants, UCC achieved ILM endorsement of the programme which is critical to its success.
  • SISA4 - Problem-based Learning Techniques for Developing Researcher Cohorts (DTC's and ITN's)

    Day 1 at 17.20 When training a researcher cohort, especially those which are multi-centre (often widely separated), the trainer often needs to enhance cohort cohesion and internal interaction, sometimes in a limited time period. KKI has recently developed Context and Problem-based Learning (C/PB-L) case studies and activities (in collaboration with Leicester and Edinburgh Universities and the Royal Society of Chemistry) that help to achieve this. These C/PB-L activities are designed to foster problem-solving, communication and team-working in the cohort while ostensibly addressing issues such as Innovation, Impact and Entrepreneurship. Some have a high degree of technical content requiring rapid assimilation of new data, while others take the guise of 'games' (albeit with a serious point). This session will briefly outline the lessons that the author has gained from working with DTC and similar cohorts around the UK and beyond, also drawing on the author's 15 year experience of devising training material for adults and young people in the Scout Association. Attendees will also have the opportunity to try some of the shorter C/PB-L activities for themselves. Many of these are set in the fictitious, newly independent, European country of 'Northland' where the Minister of Science is grappling with a wide variety of issues from bio-fuel production, to power line planning permission, and 'ambush' interviews with 9/11 'truthers'...
  • SISA5 - PhD Boot Camp

    Day 1 at 17.20 To further improve their career prospects and allow for a smoother transition into the labour market, PhD students require valuable professional work experience. The international PhD boot camp, organised by the Ghent University Doctoral Schools, is geared towards enabling PhD students to offer their strongest set of skills and expertise to non-academic patrons coming from an array of sectors including public policy, private businesses and industry. For the purposes of, amongst others, consulting, market research, business prospecting and development, PhD students are expected to carry out short-term (2 weeks) intensive international assignments that have a well-defined scope with clearly formulated objectives and expectations. The 1st edition of the boot camp (2014-2015), commissioned by the provincial authorities of East Flanders, propelled multitalented bioscience engineering PhD students into exciting professional territory in Việt Nam. The boot camp allows PhD students to put their skills and competencies acquired through their research as well as transferable skills training into real-world practice, thus providing them with a welcome confidence boost and an effective means of getting their CV noticed!
  • SISA6 - Leadership in Action Programme - adapted

    Day 1 at 17.20 As HE institutions look to develop the research leaders of the future with less resources, increasing requirements & competing demands, how do staff developers support the learning & development of research leaders. We wanted to offer the Leadership in Action programme to our research active staff but needed to reduce the face to face contact time from three days. At Warwick University, we have adapted the Vitae Leadership in Action programme to a three afternoons, 1 week apart programme. We still cover the six components but we have changed / adapted some of the materials. The programme ran for research staff but could be used by other staff/ student categories. I would like to share our experience & learning with other researcher developers & also take the opportunity to discuss how other HE's/ Universities are using this material.
  • SISA7 - CAMPUS - online portal for mentoring and coaching resources

    Day 1 at 17.20 The University of St Andrews has been heavily engaged in mentoring and coaching as part of its professional and career development provision. This has lead various initiatives such as the development of SUMAC, the online data management platform for mentoring and coaching schemes, and to co-organising the Mentoring Scotland conference in 2013. Many discussions with other institutions through these activities and via practitioner networks have raised the possibility of creating an online resource centre, allowing institutions to disseminate and share good practice covering a wide range of mentoring and coaching themes, such as scheme design, training, administration, evaluation and supervision among others. St Andrews has carried out some groundwork to set up just such a portal ‘CAMPUS’ (Coaching and Mentoring Portal for UniversitieS) - and wishes to engage with other institutions to get feedback, invite contributions and discuss how this could be improved, expanded and established as a valuable and sustainable resource for the sector.
  • SISA8 - A rights based approach to development as a priority for addressing race inequality in higher education research institutions

    Day 1 at 17.20 The UN Thematic Consultation on Education for the World We Want has stated a number of targets for the achievement of sustainable development goals including, “reducing and eliminating disparities in educational outcomes among Learners”, (Sayed: 2013). My involvement as a postgraduate researcher on the Race Equality Mark Self Assessment Team at the University of the West of England has increased my awareness of inequalities in the field of education nationally. E.g. empirical evidence highlights people of African descent living in the UK experience disproportionate inequalities as a result of structural discrimination in the fulfilment of the right to education. This threatens diversity and inclusion in the Europe 2020 Strategy. Notably, people of African descent remain disproportionately marginalised from senior academic and management posts in British universities. Moreover disproportionate differentials persist in attainment and retention levels of students and staff, including researchers from different ethnicities. I will therefore critically analyse the effectiveness of interventions such as the Equality Challenge Unit's Race Equality Charter Mark for the attainment of sustainable development goals . E.g. How can we achieve “more inclusive and equitable quality education and promote lifelong learning opportunities” SDG4? In this respect my PhD thesis proposes to make an original contribution to knowledge in the field of universal human rights through the impact of this research, in addressing race inequality, including structural discrimination in access to the right to education. This Special Interest Session will therefore focus on discussion of how supranational initiatives such as the Plan of Action for the International Decade for People of African Descent, can empower and create impact, e.g. through education and human rights awareness. Sustainable Development Goal 16 asserts the need to promote ‘peaceful and inclusive societies, access to justice for all, as well as inclusive institutions at all levels’. With this in mind, my doctoral research asserts it is imperative academic institutions address human rights violations affecting people of African descent, for the attainment of inclusive sustainable development. I therefore propose to argue for a rights based approach to development which is inclusive of people of African descent, as a priority in higher education research institutions in the UK.
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