Concordat: support and career development

‘Principle 3: Researchers are equipped and supported to be adaptable and flexible in an increasingly diverse, mobile, global research environment’
‘Principle 4: The importance of researchers' personal and career development, and lifelong learning, is clearly recognised and promoted at all stages of their career’

There is significant variation between institutions as regards evidence of implementation of these principles but there is a common need for institutions to engage and increase the participation of researchers. Key to implementation is the positive engagement of principal investigators and research leaders in setting a culture in which development and support are the norm and in which they engage in their ‘people management' role to the full.

Institutional strategy

Research staff induction

  • The Careers in Research Online Surveys (CROS) have recorded clear increases in induction processes for research staff responding since 2009, at local, departmental and institutional level. This reflects widespread human resource policies and some customisation of those policies in relation to research staff

Continuing professional development

  • Three quarters of research staff responding to CROS 2013 report that they are being encouraged to engage in career and skills development
  • there were increases in the substantial minorities participating in career management training, from 10% in 2009 to 14% in 2011, and especially in coaching or mentoring, from 14% to 32% over the same period, with slight further increases by the time of the 2013 survey
  • there is no evidence of an increase in the overall proportion of research staff respondents participating in continuing professional development, or formally recording it
  • PIRLS 2013 results show that around one fifth of respondents perceive exemplary participation in continuing professional development (CPD) to be amongst the most important behaviours of excellent research leaders