1. Graduates for the 21 st Century - Perspective from Research Ian Diamond RCUK

2. Outline RCUK position Subjects/numbers etc Expectations of research students What Do Researchers Do?

3. Developing the Research Workforce RCUK aims to promote: Flexible and dynamic research base Strength in all key disciplines Responsive to new knowledge, new technologies and new strategic economic and social needs Next generation of world-class researchers essential to all the above

4. Demonstrating Benefits RCUK committed to: Research Excellence –UK attractive for research and research training –Globally competitive research base –Highly innovative and effective business, policy and infrastructure, of benefit to UK Excellent evidence base –Evidence of impact –Evidence informs policy and planning within institutions and nationally

5. Destinations of UK Graduates ~1/4 of 2004/05 full-time leavers with 1 st class honours degrees were undertaking further study 3.5 years later 37% doctorates subsequently employed in Higher Education sector 35% went into research roles (across all sectors) Most were using both research and generic skills at +3.5 years

6. Overall trends in PhDs Numbers up UK domiciled broadly constant  proportion UK down

7. RCUK Research Studentships Around quarter of whole Guidelines can (should) have an influence beyond that quarter

8. RCUK PhD and PostDoc Strategy Fund Best Flexibility to Universities through DTAs and DTCs Retain strategic focus to protect health of disciplines

9. Demand for Postgraduate Researchers – some cross cutting issues Mathematics, statistics and use of these in a range of disciplines including social sciences, environmental sciences, medical sciences In vivo sciences Languages/language based area studies Hybrid skills and translational research Economics (health economics, macroeconomics)

10. Expectations of a Researcher ESRC Guidelines I Comprehension of research design and strategy Competence in understanding and applying a range of quantitative and qualitative research methods Capabilities for managing research –including data, conducting and disseminating research Understanding the significance of alternative epistemologies

11. Expectations of a Researcher ESRC Guidelines II Bibliographic and Computing Skills Teaching and other work experience Internships Language Skills Ethical and Legal Issues Engaging with Users and Maximisation of Impact IPR

12. Expectations of a Researcher ESRC Guidelines III -Transferable Skills Communication, Networking and Dissemination Skills Leadership, Research Management and Relationship Management Skills Personal Career Development

13. Expectations of a Researcher - RCUK Joint Skills Statement Research skills and techniques; environment; management Personal effectiveness (eg innovative, flexible, motivated, thorough) Communication skills (eg articulating ideas to range of audiences) Networking and teamworking Career management (eg ownership for career progression, insight into transferable nature of research skills)

14. Graduates for the Research Base I Postgraduate study is too late to start Research attributes need to be integrated fully into undergraduate courses => departmental commitment –Methodology –Skills Research attributes are not incompatible with employer needs Research attributes are not incompatible with professional accreditation – engineering and built environment enhancement report

15. Graduates for the Research Base II Multidisciplinarity At the boundaries of the disciplines of the participating team or in the heart of one discipline. It does not need to break new theoretical ground in all of the disciplines taking part. It does need to be at (or near) the cutting edge of all disciplines taking part.

16. RCUK Programmes Energy Living with Environmental Change Lifelong Health and Well-being Global Uncertainties Resilient Economies Connected Communities Food Security

17. ‘World Leading’ Interdisciplinary Research Undertaken by ‘world leading’ social scientists working collaboratively and bravely outside their disciplines. This needs: Strong formal knowledge An open mind Time

18. Promoting postgraduate researchers for multidisciplinarity Undergraduate degrees need breadth as well as monodisciplinary excellence Increasing examples eg Aberdeen

19. What does enhancement provide? Enthusiasm for research? More engagement with research and research outcomes? –More informed society –Willing to enter into dialogue about issues facing research? Better able to source and make use of research in subsequent employment?