1. What is Vitae? How does Vitae work? Support and career development Ellen Pearce, Vitae ellen.pearce@vitae.ac.uk

2. What is Vitae? –Background, UK context –Development of Vitae –Aims and structure How does Vitae work? –The UK national approach –Work with RCs, HEIs and industry Support and career development –Principles, strategies and activities –Career destinations, career stories –Researcher development framework

3. Background 1968: first GRADschool run by CRAC 1996: Research Careers Initiative 2002: SET for Success report, by Sir Gareth Roberts January 2003: UK GRAD Programme launched (PGR) October 2003: ‘Roberts’ money for first year PGRs and all research staff October 2005: full Roberts money allocated June 2008: Concordat and Vitae launched (all researchers) March 2011: end of ‘ring-fenced Roberts money December 2012: end of current Vitae contract

4. About Vitae Five-year contract, led by CRAC: The Career Development Organisation in partnership with eight Hub host institutions Formally launched in June 2008, alongside the Concordat Vitae builds on the work of the UK GRAD Programme and UKHERD (now Vitae Research Staff Development Advisory Group) Now all researchers in HE (UK GRAD was doctoral researchers) Focus on innovations, research, impacts (UK GRAD had more direct delivery of training) Vitae is about professional development and careers for doctoral researchers and research staff Vitae aims to raise the profile of researchers and their contributions to society Vitae will achieve its aims primarily by working with universities Vitae also works with researchers, employers and other stakeholders

5. Vitae vision and aims “For the UK to be world-class in supporting the personal, professional and career development of researchers” Build human capital by influencing the development and implementation of effective policy relating to researcher development Enhance higher education provision to train and develop researchers Empower researchers to make an impact in their careers Evidence the impact of professional and career development support for researchers

6. National organisations: Funding Councils, Research Councils, Universities UK, British Council, Vitae and others 2004 Quality Assurance Agency 2008 Research funders and universities Roberts funding £20m+ per year for skills and career development 120 research- active institutions Maximising investment Networks, information, policy and practice New government; changes of Roberts funding; European initiatives 90,000 doctoral researchers 40,000 research staff

7. Vitae structure National team based at CRAC –12 staff –policy and strategy development, work with institutions, research and evaluation, learning materials and programme, courses and workshops, master-classes, website, networks –Research staff development advisory group, Impact and evaluation group, External Advisory Board Eight regional Hubs based in universities –Full-time Hub manager –Senior support from Coordinator funded by the HEI –Advisory/steering group of all research active HEIs –Work on regional level to embed researcher development

8. What is Vitae? –Background, UK context –Development of Vitae –Aims and structure How does Vitae work? –The UK national approach –Work with RCs, HEIs and industry Support and career development –Principles, strategies and activities –Career destinations, career stories –Researcher development framework

9. How does Vitae work? Encourage cultural change Combination of national drive and regional/local ownership ‘Hubs’ –Work with all stakeholder groups, researchers, principal investigators, staff in universities, policy makers, non-HE employers –Develop strategic relationships with other stakeholders and relevant networks –Collaborative development of resources and courses Embed researcher development for long term sustainability Grow the Vitae community engaging with strategy, policy, practice and development Enhance benchmarking and monitoring and evidence through Impact and Evaluation Framework Inclusive approach to support all HEIs, all researchers and all researcher careers

10. HEI provision Legacy of Roberts Strategic commitments HR Excellence badge Framework The Concordat Roberts Recommendations QAA Code of Practice Researcher Development Framework Impact framework Capacity building Vitae courses Masterclasses Networks Research, evaluation Practice sharing Policy Fora, events Regional hubs News, reports, feedback A UK approach

11. The Concordat to Support the Career Development of Researchers The future for researcher careers in universities Sets out expectations and responsibilities of researchers, their managers, employers and funders 7 key principles for support and management of research careers Endorsed by Universities UK, Research Councils and others Consistent with EU Charter and Code Increase attractiveness and sustainability of research careers in the UK Improve quantity, quality and impact of research Benefit of UK society and the economy.

12. Concordat implementation High level Strategy Group, chaired by Sir Ivor Crewe Benchmarking process –Support the implementation by all stakeholders –Careers in Research Online Survey –Survey of HEI implementation –Principal Investigator and Research Leader survey –Funders’ implementation Review of progress after three years Vitae role in sharing practice and enhancing the capability of the sector – briefings for senior managers, HR specialists, staff developers, careers specialists research managers, researchers Process linked to EC ‘HR Excellence in Research’

13. The UK approach to ‘HR Strategy for researchers’ Concordat implementation linked to EC HR strategy –Careers in Research Online Survey (CROS) –Survey of HEI responses to the Concordat –Principle Investigator and Research Leaders survey (PIRLS) Coordinated timescales for Concordat and HR excellence –HEI survey in 2012/13 –External evaluation 2014/15 –Researcher surveys to run 2011 and 2013

14. Current themes in UK approach Major change in UK higher education Changes to Roberts funding –End to ring-fenced funding –Fund through PGR fees –Fund as indirect cost of grants Research Council delivery plans Sustainability of researcher development Transitions to new models

15. Vitae work with RCs Vitae provides: –Independent strategic input to policy development –Collective expert sector input policy –Leadership of European Policy areas, eg HR Excellence badging –Leadership around implementation of RC researcher development strategy, ability to target specific aspects –Translation of policy into practice –Activities for specific agendas, eg Careers in Focus –Maximise infrastructure for other agendas eg Concordat for Public Engagement

16. Vitae work with HEIs Collective input to policy development Access to provision –high quality, flexible resources for use by all UK HEIs, eg ‘Effective researcher’, ‘Broadening horizons’, PhD planner, ‘Balanced researcher’ –Vitae innovate programme –databases of practice, resources, trainers and developers ‘Benchmarking’ provision –Careers in Research Online Survey (CROS) –Postgraduate Researchers Experience Survey (PRES) –Concordat HEI strategies survey Professional development for practitioners –national and regional networks –national conference and regional events –community of practice –series of masterclasses for trainers and developers

17. Vitae work with employers Vitae provides: –News, information, briefings –Translation of skills/competencies –Input to policy –Surveys of employer views –Destinations, impact and career stories of researcher careers –Resources to empower researchers as intermediaries –Courses and programmes, eg Careers in focus –Vitae Employer Advisory Board –Map landscape of studentships, internships and placements –Case studies on working partnerships, employers, researchers, academics –Case studies on researcher recruitment and retention –Case studies on HEI programmes linking researchers to employers –Special interest groups – sectors (academic-employer communities)

18. What is Vitae? –Background, UK context –Development of Vitae –Aims and structure How does Vitae work? –The UK national approach –Work with RCs, HEIs and industry Support and career development –Principles, strategies and activities –Career destinations, career stories –Researcher development framework

19. Researcher careers strategy Equal validity of career choice Individual needs based Experiential learning, DOTS model Resources for individuals (website, publications) Resources for HEIs (programmes, trainers, information) Employer engagement Evidence base on researcher careers Evidence base on impact of training and development Underpinning frameworks, Joint Skills Statement/Researcher Development Framework

20. Activities for researchers Online portal Researcher news and views –Research staff blog –GRADBritain magazine –Overview magazine www.vitae.ac.uk/rsblog Induction materials, eg PhD planner Publications –Researcher booklets –PGR resources –Regional ebulletins –Concordat briefings www.vitae.ac.uk/researcherbooklets www.vitae.ac.uk/concordat

21. Activities for researchers Courses and programmes National GRADschools Local GRADschools Careers in academia Sector-specific events Digital researcher Leadership in action Poster competitions UK Research staff Association National research staff conference www.vitae.ac.uk/courses

22. Programmes for HEIs Programmes to impact the effectiveness of researchers Managing your academic career: career development for women Leadership, social enterprise, advancing in academia

23. Effective Researcher for PGRs A two-day, non-residential programme for postgraduate researchers who are 3 -12 months into their doctoral studies Uses experiential learning activities to help them be more effective as postgraduate researchers Flexibility to be delivered to postgraduate researchers working in similar academic subjects or to researchers from a mixture of disciplines Programme designed to run with up to 40 participants Freely available resource for UK higher education institutions Programme has been developed as a resource for organisers of researcher development programmes

24. Communication Planning and time management Problem solving Leadership Assertiveness Programme aims Enhancing the effectiveness of postgraduate researchers by providing an opportunity to build their understanding, skills and confidence in: Building a greater self awareness of individuals’ learning and working styles, which is done by focussing on the core areas of: PhD project planning and time management Working effectively with others in the research environment Collaboration and negotiating Culture within research groups, institutions and countries

25. Programme – Day 1 Day 1 – Making the most of your PhD as a project Getting to know each other Establishing common ground First team project (problem solving) Project management 1: Tuning into your PhD Second team project (resource management) Project management 2: Planning your PhD Third team project task (applying planning tools) Working effectively with others: project approaches Review and close of day 1

26. Programme – Day 2 Maximising your impact and working with others Creativity session First working effectively with others task (research collaboration) Working effectively with others Second working effectively with others (respecting and recognising cultural differences) Third working effectively with others (managing professional relationships) Making the most of my PhD Review and close

27. Delivery Support materials and resources Vitae can provide manuals with all the information needed to organise and deliver the programme. These include: Administration manual with details of how to plan the programme Programme leader manual with details of how to lead and debrief the programme and individual activities Participant learning journal – to capture thoughts, feelings and anything they have learned A kit of resources – available through your local Hub Access to a network of experienced external trainers who can deliver the programme; train the trainer programme Taster sessions

28. Broadening horizons A two-day, non-residential programme for early career researchers Programme uses group based activities to discuss areas of career [HE and non-HE] First pilot ran at Oxford University in 2007. Second pilot ran at Warwick University in 2008 Aims to enable participants to: Gain a clearer self-orientation of where they are within their careers Consider options and next steps

29. Programme aims Day 1: Where are you now and where do you want to be? To challenge career assumptions, and map personal needs and considerations To consider significant points in your life and consider what you can learn about yourself and how to apply this to your career planning Day 2: How will you get there? Explore personal motivations and definitions of career success To translate these into potential jobs for further investigation To consider any potential barriers between their aspirations and ‘reality’ as they perceive it and identify ways to overcome these barriers Review effective CVs Commit to an action plan for personal and career development

30. Independent evaluation of the Vitae Effective Researcher ER used by over 30 HEIs and 3000 researchers since 2005 95% of HEIs indicated that it had made a positive impact in delivering against the Robert's Agenda HEIs value Vitae support: –Vitae Hubs effective at supporting delivery (95%) –Links between research and training (73%) Significant impact on participants, especially in terms of project and time management (86%), quality of research (79%), confidence (84%), and improving relationships with their supervisors (71%) Ongoing delivery of ER at some institutions is threatened if Roberts funding is reduced or stopped ‘The evidence of how the Effective Researcher programme adds value to the postgraduate researcher experience is consistent across all levels of the evaluation, and the delivery approach clearly demonstrates value for money when considering the reach this programme has had in the past five years’

31. Researcher careers What do researchers do? –First destinations by subject –Career profiles –Career profiles of doctoral entrepreneurs –Doctoral graduate destinations and impact three years on –Video narratives Career stories portal –database of careers stories –Career stories on film with icould Researcher experience –PRES and CROS Impact of training and development

32. WDRD? three years on Experience of research degree programme Value of the doctorate (82% requirement or important) Employability –2% unemployed –54% have changed jobs –£34,000 median gross annual salary Satisfied with career to date (93%) Undertaking research (40% most of the time) Use of research (82%) and generic skills (91%) Impact on employment (94%) and beyond (89%) Unique doctoral occupations

33. Distinct doctoral occupation clusters 86% employed in 5 occupational clusters

34. Occupational cluster by discipline Other common doctoral occupations: Health professionals (18%); Functional and production managers and senior officials (25%); Engineering professionals (14%); ICT professionals (10%); Business, finance and statistical professional and associate professional roles (15%)

35. Importance of doctorate, skills and competencies for current employment

36. What do researchers do? Career profiles 40 career stories 1000 first destination occupations Two emerging themes: significant impact on employability influence on career journey www.vitae.ac.uk/wdrd I have ‘drawn on my experience as a doctoral student in virtually all the jobs I have had since leaving university.’ Andrew Hann (history), English Heritage ‘My doctorate changed my life. It opened doors, and it also opened my mind. I take on challenges now, in my life and my career, because I have faith in my own abilities.’ Cora Beth Knowles (Latin literature), Open University

37. Postgraduate Research Experience Survey (PRES) Measures research postgraduates experiences of their doctoral training. Specific analysis of skills and career development scales for Vitae 108 HEIs have participated in PRES since launch in 2007 –82 HEIs in 2009, 18,644 responses, 29% response rate Skills development scale has seen the largest improvement –‘There are adequate opportunities available for me to further develop my research skills’ (2009: 70% agree; 9% year on year improvement) –‘There are adequate opportunities available for me to further develop my transferable skills’ (2009: 65% agree; 7% year on year improvement) Professional development and career scale –Lowest score from six scales –Students who are more career focused agree they are encouraged to think about their career and professional development http://www.vitae.ac.uk/CMS/files/upload/Vitaeconference2009-A1-PRES.pdf

38. Researchers: Careers in Research Online Survey (www.vitae.ac.uk/cros)www.vitae.ac.uk/cros Provides a benchmark and voice for UK research staff Enables HEIs to respond to local needs 51 institutions took part; almost 6000 researchers 57% were aware of the Concordat CROS survey

39. Impact of researcher development Impact Framework as evaluation tool and and framework High sector engagement Clear evidence of impact: –significant distance travelled –cultural change: supervisor awareness and engagement –employability; employer awareness –research outcomes: grant income, publications –researcher experience, submission rates –life changing Maturing agenda: reflection and enhancement

40. Researcher Development Framework Major new approach to researcher development –evolution of the Joint Skills Statement for PGRs and research staff –describes knowledge, behaviours and attributes of researchers at different stages of development –providing a language for communicating researcher qualities Researcher Development Statement endorsed by key stakeholders RDF website –resources, FAQs –researcher profiles –JSS mapping Professional development tool RDF lenses www.vitae.ac.uk/rdf

41. Researcher Development Framework Literature survey – definitions of research and research roles Literature review - competency frameworks for academic and related professions Empirical data from analysis of audio-recorded, semi-structured interviews with experienced researchers –>100 interviews: range of experiences, institution types, geographical context, disciplines and demographics –>1000 characteristics and variants, clustered into common groups Sector- wide national project groups Broad consultation - 242 responses –workshops and presentations –external advisory group –employer validation

42. www.vitae.ac.uk/rdf

43. Researcher feedback ‘I have always though of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger vision’ ‘I found it very user friendly. It was useful to reflect on it because it helps to identify your skills and think about them in a more reflective manner’ ‘I thought I didn’t have the time to fill in the RDF but it is really important to get a sense of what it is I want to achieve and why I’m doing all the other things and what my ultimately goal is’ Dr Kristina Hultgren, postdoctoral researcher in Sociolinguistics, University of Copenhagen and Edge Hill University, UK

44. Next steps Sustainability of researcher development Focus on employers, leadership, collaborative working Embed the Researcher Development Framework International collaborations –DOCENT project, Italy, Malta, Spain International newsletter Resources, researcher booklets, links etc Vitae conference, 5-6 September 2011, Manchester ellen.pearce@vitae.ac.uk

45. Useful links Vitae: www.vitae.ac.ukwww.vitae.ac.uk What do researchers do? www.vitae.ac.uk/wdrdwww.vitae.ac.uk/wdrd Career stories www.vitae.ac.uk/careerstorieswww.vitae.ac.uk/careerstories CROS survey www.vitae.ac.uk/croswww.vitae.ac.uk/cros Impact and evaluation www.vitae.ac.uk/impactwww.vitae.ac.uk/impact Courses for researchers www.vitae.ac.uk/courseswww.vitae.ac.uk/courses Researcher booklet series www.vitae.ac.uk/researcherbooklets www.vitae.ac.uk/researcherbooklets DOCENT project http://docentproject.euhttp://docentproject.eu ellen.pearce@vitae.ac.uk