Aspiring Academics: Supporting humanities postgraduate students and early career academics through changing times Clare Saunders Rebecca O’Loughlin

Outline of this paper Aspiring Academics – a (very) brief history Programme findings and lessons learned Preparing for the future

Origins of ‘Aspiring Academics’ 2004: AHRC launches research training framework 2004: Subject Centre for Philosophical and Religious Studies (PRS) survey of departments: ▫ Very little subject-specific provision other than thesis supervision  NB “… an absence of generalised training is not a consequence of laisser- faire attitudes on the part of staff or an unwillingness to put time and effort into the development of students’ research skills. It is, rather, a reflection of the nature of the disciplinary knowledge in question…” (Becher et al. 1994:106) ▫ PRS research students are relatively isolated; strongest identified need was for support and development networks 2005: Successful bid for AHRC ‘seed corn’ funding to establish a regional research training network

‘Aspiring Academics’: the pilot, departments from six HEIs in Yorkshire and the North East of England ▫ Programme design and delivery in collaboration with participating departments Two-day residential workshop (winter) + one-day graduate conference (summer) p.a. for two years ▫ Parallel discipline-specific sessions wherever possible ▫ Free of charge to delegates 85 participants, of whom +25% attended two or more events ▫ Cf. 35 AHRC-funded doctoral students in YNE at the time ▫ Very low attrition rate

Typical programme: pilot Day 1Day Welcome and Introduction 1045Research Methods and Trends ▫ Philosophy, HPSTM – The Future of Philosophy (Dr Kathleen Lennon, Hull) ▫ TRS, Biblical Studies – The Insider/Outsider Approach (Pauline Kollontai, York St John) 1200Research in Context (Dr Matthew Eddy, Durham) 1315Lunch 1400Building Your Bibliography (Dr James Wilson, HUMBUL) 1600Delivering Effective Presentations (Dr Clare Saunders & Dr Darlene Bird, Subject Centre for PRS) 0915The Conference Scene ▫ Philosophy, HPSTM – Mahlete-Tsige Getachew, York & Dr Jonathan Tallant, Leeds ▫ TRS, Biblical Studies – Dawn Llewellyn, Lancaster 1030Converting a Conference Paper into an Article (Dr Hugh Pyper, Sheffield ) 1145Breaking in to the Publishing Racket (Professor Tom Baldwin, York & Professor Lester Grabbe, Hull) 1315Lunch 1400So I’ve Got a PhD… Now What? (Dr David Efird, York; Dr Jonathan Tallant, Leeds & Julie Gallimore, Subject Centre for PRS) 1530Discussion / Conclusion

Evolution of ‘Aspiring Academics’, Maintained (in response to feedback): ▫ Subject focus ▫ Contributions from recognised experts in the field ▫ Opportunities for ‘networking’ ▫ Free of charge to delegates Changed: ▫ One-day events only (to reduce costs) ▫ Extended nationwide (to meet demand) ▫ Topics extended to cover all aspects of academic life – research, learning & teaching, ‘service’/admin/management 5 events with a total of 275 participants

Typical programme: today 11:00 Welcome and introduction 11:20 Panel: Views of the 21 st Century Academic Landscape ▫ Winning an Academic Post: Getting on the Career Ladder (Jason Turner, Philosophy, Leeds) ▫ The Role of the AHRC, Funding and the Impact Agenda (Shearer West, AHRC) ▫ The Influence of the REF and Trends in Academia (Seán McLoughlin, TRS, Leeds) ▫ Plenary discussion 12:50 Lunch 13:45 Getting Published as an Early-Career Scholar (Chris Renwick, History, York) 14:20 Parallel workshops on teaching and curriculum design ▫ Philosophy & HPS (Keith Crome, Philosophy, Manchester Met) ▫ Theology & Religious Studies (Mel Prideaux, TRS, Leeds) 15:20 Closing plenary: open surgery

Evaluation of pilot: ‘happy sheets’ Satisfaction ratings consistently 90%+ Strengths: ▫ Discipline specificity ▫ Expert input ▫ Holistic approach to support Weaknesses: ▫ Discipline specificity ▫ Expert input

Evaluation of pilot: reflective “A lot of things were said that we needed to hear, and hadn’t heard from anyone.” “… this was an invaluable insight into what lies ahead. It should be mandatory for anyone considering a doctorate… I feel I am much better equipped and happier about the prospect.” “Really helped to edify my thinking about how to approach academic development.” “… I have learned a lot more from the Subject Centre courses than from any other training that I have been involved in…” … and from a Director of Graduate Studies: “It helped [students] to think about their long-term goals and the ways in which their research fit in with their teaching”

Evaluation of ‘Aspiring Academics’ today

Lessons learned Value of discipline focus ▫ Relevance ▫ Stakeholder ‘buy in’ Genuine demand for professional development opportunities among early career academics ▫ Growing popularity of Subject Centre programme ▫ ‘Spin-off’ programmes for subject association conferences Importance of addressing ‘unknown’ as well as ‘known’ needs ▫ For participants – potential need/demand gap ▫ For ‘provider’ - anticipating and addressing changes in the sector

Challenges and changes? Maintaining/developing tailored and holistic provision ▫ HEA restructuring ▫ HEI capacity (esp. post-Roberts) ▫ Changing role of Vitae? Preparing early career academics for the future ▫ Post-Browne – impact of tuition fees, NSS, KIS… ▫ Changing research landscape – impact, collaboration, knowledge transfer, public engagement… ▫ ‘Juggling’ – and making space for professional development amidst – these increasing demands

Questions, comments…? Contact: Clare Saunders Subject Centre for Philosophical and Religious Studies E: T: W: Thank you for participating!

References Becher, T, Henkel, M & Kogan, M (1994). Graduate Education in Britain. London & Bristol, PA: Jessica Kingsley Publishers. Saunders, C (2009). Developing researchers in the arts and humanities: lessons from a pilot programme. International Journal for Researcher Development, vol. 1:1, pp Saunders, C & Closs, J (2010). Discipline perspectives: philosophical and religious studies. Academy Exchange 9: The Postgraduate Student Experience, no. 9, pp