It’s Not All About Workshops… Dr Kieran Fenby-Hulse

TASK ONE Why is researcher development important for early-career researchers? Why is researcher development important for middle-career researchers? Why is researcher development important for senior researchers?

What constitutes researcher development? Learning societies Topic champions e.g. qualitative analysis Individuals seeking out their own experience/solutions Writing 'how to manuals' Giving out funds to attend courses Drop in session for specific questions about a development need Group hugs Residential 'exercises' (not a workshop) On the job learning with feedback for improvement Rebranding Consultancy Experience sharing-> supporting /identifying practical routes "Guided" learning on the job Just go and do it! The whole on-line thing - webinars, podcasts etc Create on-line forum and ask for questions and have discussions

What constitutes researcher development? Sabbatical to learn skills defined by PGR Send questions such as 'Are you fully prepared or know how to write a paper?' with links to resources If they have the same problem, they can plan the workshops by themselves Templates/other resources for own development Dissemination of info at departmental/institutional meetings Learning by doing/experiential learning (+reflective tools to support) Self-guided resources (including on-line) Effective (& regular) Research Group meetings Work shadowing Guided discussion Create need for learning something else differently Effective reflective practice On-line bite size self help guides Publication leaflets, postcards, booklets, posters how to

What constitutes researcher development? Action learning sets (2) One to one sessions (3) Mentoring (5) On line training resources/case studies (5) Coaching (6) Peer to peer learning/support/coaching (6)

TASK TWO Thinking about research communication skills: What areas might a development programme cover? What approach would you take? What would the outcomes be?

Coventry’s Approach Cohort-Based Structured in Programmes Lifelong Learning Activity and Outcome Focussed Engaged and Co-delivered International Development

DEWEY’S INTELLIGENT ACTION AND FLEXIBLE CURRICULUM (1963) Open Mindedness Absorbed Interest Mature Approach LEARNER FLEXIBLE CURRICULUM

KOLB’S LEANRING CYCLE (1984) CONCRETE EXPERIENCE ACTIVE EXPERIMENTATION REFLECTIVE OBSERVATION ABSTRACT CONCEPTUALISATION

BIGGS’ CONSTRUCTIVELY ALIGNED OUTCOMES (1999) LEARNING EXPERIENCES LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING ACTIVITIES

BRUNER’S SPIRAL CURRICULUM (1966) Engage learners in curriculum design Support learners to find their niche Focus on the relevant Focus on problem resolution Increase the intensity of the learning

Work-Based Learning Workplace learning requires deep and critical reflection about how any learning applies within your own work context (adapted from Moon, 2004) Workplace learning occurs over time. You may first need to acquire base concepts and apply these concepts in well-defined situations. You may then to apply what you have learnt in more elaborate and complex settings. Finally, you will rapidly integrate new knowledge drawn from multiple sources and practices to address more complex problems (adapted from Mumford and Marks, 2000) Workplace learning is about more than individual learning, it is about the learning of groups, the learning of communities, the learning of organisations, the learning of inter-organisational networks and even the learning of regions (adapted from Tynjälä, 2009).

MUMFORD (ET. AL): EXPERIENCE & TIMING (2000) http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1065&context=psychfacpub

Coventry’s Approach COMMUNICATION SKILLS RESEARCH FUNDING AND POLICY RESEARCH TEAM DEVELOPMENT RESEARCH LEADERSHIP & CAREERS RESEARCH IMPACT & ENGAGEMENT RESEARCH SUPERVISION

Coventry’s Approach