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

2. 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?

3. 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

4. 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

5. 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)

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?

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

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

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

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

11. 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

12. 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).

13. MUMFORD (ET. AL): EXPERIENCE & TIMING (2000)

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

15. Coventry’s Approach