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  • 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.
  • SISA9 - Making the most of career-building communication opportunities at every stage of the research cycle

    Day 1 at 17.20 Research follows a cycle that involves creating an idea, seeking funding, performing the work and disseminating the results. These results then trigger the next phase of idea forming. At each stage in the cycle there are critical communication needs, requiring different messages to be sent to different stake-holders. The seminar will invite participants to unpack each research stage, investigate the communication challenges and seek solutions that not only solve immediate issues, but also help to build solid research careers.
  • SISA10 - Pedagogy, Public Engagement and Researcher Development

    Day 1 at 17.20 This workshop explores the overlap and interaction between pedagogy, public engagement and researcher development, and therefore relates to the theme of enabling researchers to reach their potential and make powerful career choices. The session seeks to explore how institutions can best support researchers as teachers and public engagement professionals, as well as how trainers in both fields could collaborate. Through case studies from UCL's researcher development programmes, alongside an introduction to The Brilliant Club's pedagogy and public engagement training, the presenters will facilitate discussions around the power of innovative institutional collaborations that further develop the researchers' potential for careers both in and outside of academia.
  • Vitae Researcher Development International Conference 2014

    Realising the potential of researchers
  • Leadership in Action 2015

    Join us for Leadership in Action, explore and develop the art of leadership in a three-day course in the Lake District. Relevant for researchers, and postgraduates following an academic career path, or working in commercial research, and relevant for professional staff within an institution. Step up and take the lead.
  • Vitae Network Meeting 2015 - Scotland and Northern Ireland

    Vitae is pleased to invite member HEIs to the Scotland and Northern Ireland network meeting, co-hosted by the University of Stirling.
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