Research Staff Career Development Conference 19 November 2007 Cardiff City Hall 19 November 2007 Cardiff City Hall

Aim of this Session  The Third Annual Career Development Conference.  To Provide an overview of recent developments in the research staff agenda at Cardiff.  Conference Planning Group of research staff.  Presence of ‘School Research Staff Co-ordinators (often Directors of Research).  The Third Annual Career Development Conference.  To Provide an overview of recent developments in the research staff agenda at Cardiff.  Conference Planning Group of research staff.  Presence of ‘School Research Staff Co-ordinators (often Directors of Research).

Aims of the Conference  To provide information about support available to research staff and the university’s policies and obligations to them at institutional and school level.  To encourage an understanding of mutual responsibilities and obligations.  To increase awareness of national developments in relation to the management and career development of research staff.  To provide information about support available to research staff and the university’s policies and obligations to them at institutional and school level.  To encourage an understanding of mutual responsibilities and obligations.  To increase awareness of national developments in relation to the management and career development of research staff.

 To provide an opportunity to meet and discuss with research staff form across the university and feed all views in to the management structure of the university.  To provide an opportunity for reflection on career development and progression and the relationship between this and external, structural constraints.  To provide an opportunity to meet and discuss with research staff form across the university and feed all views in to the management structure of the university.  To provide an opportunity for reflection on career development and progression and the relationship between this and external, structural constraints.

We Value Feedback  2003, 2005 Careers in research Online Surveys.  2005, 2006 Research Staff Conferences  2007 Consultation on the Revised Concordat.  Ongoing Dialogue is our aim.  2003, 2005 Careers in research Online Surveys.  2005, 2006 Research Staff Conferences  2007 Consultation on the Revised Concordat.  Ongoing Dialogue is our aim.

Update on recent Developments  Early Stage Researcher Steering Group - continues to work on an integrated strategy for the development of all ESRs - Phd students, research staff or new lecturers.

Progress this Year  The university’s four (Research and) Graduate Schools have taken on the remit for the development of all early career researchers.  A review of provision for ESRs in Cardiff.  A benchmarking exercise to assess our provision against that of ‘competitor’ HEIs.  The preparation of an outline framework for types of provision available for ESRs at different stages in their development.  The university’s four (Research and) Graduate Schools have taken on the remit for the development of all early career researchers.  A review of provision for ESRs in Cardiff.  A benchmarking exercise to assess our provision against that of ‘competitor’ HEIs.  The preparation of an outline framework for types of provision available for ESRs at different stages in their development.

Response to Last Year’s feedback  Fixed term Policy - key points, policy and procedure.  Inconsistency in nomenclature - now four recommended titles for research-only grades, now only subject to approval by the HODS (this week). Grades 5-8, Research Assistant, Research Associate, Research Fellow, Senior research Fellow. Each has an example job description and is complementary to the National Library of Academic role Profiles.  Fixed term Policy - key points, policy and procedure.  Inconsistency in nomenclature - now four recommended titles for research-only grades, now only subject to approval by the HODS (this week). Grades 5-8, Research Assistant, Research Associate, Research Fellow, Senior research Fellow. Each has an example job description and is complementary to the National Library of Academic role Profiles.

 PI Training - the introduction of a Leadership and Management Programme for research Team Leaders, and the first cohort have completed it over the summer.

Lack of Information about Wider Career Development  Career Development Manager, Josie Grindulis, whose remit is to work with research only staff.  A series of discipline based careers events run by the (Research and) Graduate Schools.  This conference - opportunity to meet with former researchers in a range of careers.  Career Development Manager, Josie Grindulis, whose remit is to work with research only staff.  A series of discipline based careers events run by the (Research and) Graduate Schools.  This conference - opportunity to meet with former researchers in a range of careers.

Other Developments  Regrading - the new regrading policy was implemented earlier this year - overview of policy.  Training and Development - 4th issue of the Career Development Skills Programme for research Staff - considerably expanded.  Access to online research training modules for researchers.  Consultation on the revised concordat for researchers  Regrading - the new regrading policy was implemented earlier this year - overview of policy.  Training and Development - 4th issue of the Career Development Skills Programme for research Staff - considerably expanded.  Access to online research training modules for researchers.  Consultation on the revised concordat for researchers 2007.

Draft Revised Concordat  Consultation on the draft Revised Concordat to Support the Career Development of Researchers  Shared responsibility  Funders  Employers  Research Managers and  Researchers  Consultation on the draft Revised Concordat to Support the Career Development of Researchers  Shared responsibility  Funders  Employers  Research Managers and  Researchers

Draft key principles (1) 1.Recognition of the importance of recruiting and selecting researchers with the highest potential to achieve excellence in research. 2.Researchers are recognised and valued as an essential part of their employing organisation's human resource. 3.Researchers are equipped and supported to be adaptable and flexible in an increasingly diverse, mobile, global research environment. 4.The importance of researchers' personal and career development, and life long learning, is clearly recognised and promoted at all stages of their career.

5.Individual researchers share the responsibility for and need to pro-actively engage in their own personal and career development, and life long learning. 6.Diversity and equality are promoted in all aspects of the recruitment and career management of researchers. 7.The sector and all stakeholders should undertake regular and collective review of their progress in strengthening the attractiveness and sustainability of research careers in the UK. Draft key principles (2)

Career management framework Self- awareness Where am I now? reflection on sum of experience, qualifications, skills, motivations, interests & values Opportunity awareness What is out there/ possible? knowledge of work options: courses, work cultures, life patterns, rewards, development and promotion opportunities, current vacancies. Decision learning Where do I want to be? Weighing up opportunities in relation to personal preferences, abilities and current life situation. Making informed choices and plans. Transition learning How do I get there? Making things happen: understanding how to find and secure appropriate opportunities - for personal development in a current role or for a new role in the same environment or elsewhere. Successful transitions associated with skills including communication, cognitive, commitment to self development, self-management and a drive to achieve.

It is recognised that positions of permanent employment are limited in the UK research and academic communities and that not all researchers will be able to obtain such a position. It is, therefore, imperative that researcher positions in the UK are attractive in themselves (and not, for example, solely as potential stepping stones to permanent academic positions). This requires that they provide career development which is comparable to, and competitive with, other employment sectors. Draft Concordat It is recognised that positions of permanent employment are limited in the UK research and academic communities and that not all researchers will be able to obtain such a position. It is, therefore, imperative that researcher positions in the UK are attractive in themselves (and not, for example, solely as potential stepping stones to permanent academic positions). This requires that they provide career development which is comparable to, and competitive with, other employment sectors. Draft Concordat

First, the development of a national framework for research careers must be an essential part of the process. Much detailed work has been undertaken in recent years which should be brought together, and agreed by a partnership of funders, higher education and research institutions, and research staff at all levels. Not only must such a framework show how a career can progress in academia, but also how it prepares people for transitions to jobs in other sectors. The role of the Principal Investigator as an effective line manager has been much neglected and should be supported to a greater extent. We urge funders, together with other bodies, to consider the incentives that could be put in place to encourage the uptake of a new system. Pathways To The Future: The Early Career Of Researchers In The Uk – A Report By The Council For Science And Technology October 2007 Two key areas for reform

Secondly, research staff must be allowed greater independence at an earlier stage than at present, so they may take on greater responsibility for projects and staff. We believe that the use of research fellowships can play an important role and should be used more widely:  personal ‘ad hominem’ fellowships allowing researchers greater freedom to move between institutions and fields; and  institutional fellowships, whereby a researcher is attached to a department of a university and deployed within that unit rather than attached to a specific funded project. Secondly, research staff must be allowed greater independence at an earlier stage than at present, so they may take on greater responsibility for projects and staff. We believe that the use of research fellowships can play an important role and should be used more widely:  personal ‘ad hominem’ fellowships allowing researchers greater freedom to move between institutions and fields; and  institutional fellowships, whereby a researcher is attached to a department of a university and deployed within that unit rather than attached to a specific funded project.

Dalton ’ s four-stage professional career development model Apprentice Expert Mentor/manager Organisational figurehead

Research career directions A Nearby B Still Close C A little further D Away from research E Anything goes Researcher in HE ( PhD or early career research staff) HE: Academic research : contracts/ lectureships / permanent project staff Research work – but transferring skills to non-HE settings (eg industry, government, charities) Using specialist knowledge & understand- ing but not in research Using transferable skills rather than specialist knowledge

Positive Working Environment PWE  Internal Communication - to ensure mutual understanding between the university and its staff.  Building Management Capacity - have people who understand their own roles and have the skills to carry them out effectively.  Equality and Diversity - provide an environment where all staff are treated with dignity and respect and where diversity is celebrated.  Internal Communication - to ensure mutual understanding between the university and its staff.  Building Management Capacity - have people who understand their own roles and have the skills to carry them out effectively.  Equality and Diversity - provide an environment where all staff are treated with dignity and respect and where diversity is celebrated.

PWE  Health and Well-being - provide appropriate support services to ensure that all staff maintain their health and well-being in the workplace.  Physical and Virtual environment and Access - (1) provide physical and virtual environments conducive to the achievement of individual and university objectives and (2) provide a safe and accessible workplace and an awareness of a developing range of transport options..  Health and Well-being - provide appropriate support services to ensure that all staff maintain their health and well-being in the workplace.  Physical and Virtual environment and Access - (1) provide physical and virtual environments conducive to the achievement of individual and university objectives and (2) provide a safe and accessible workplace and an awareness of a developing range of transport options..

PWE  Positive relationships and Valuing People - encourage and support a workplace where people feel valued and the working day is characterised by an inclusive, fair and positive culture.

Outcomes  Investors in People Status for the whole university by  An Employer of Choice - attracting and retaining world class staff.  Achievement of the university’s goal to be a world-leading university.  Investors in People Status for the whole university by  An Employer of Choice - attracting and retaining world class staff.  Achievement of the university’s goal to be a world-leading university.