http://www.dspace.cam.ac.uk:80/handle/1810/224911 Sun, 19 May 2013 02:24:25 GMT 2013-05-19T02:24:25Z http://www.dspace.cam.ac.uk:80/handle/1810/229610 Title: Beyond research skills training: an opportunity to support the wider 'ecosystem' of the part-time research student Authors: Edwards, Carol Abstract: This paper presents the findings from a UK study of one hundred part-time research students. The participants were students attending one of a series of training days provided specifically for part-time research students. Free text responses were collected on: what it’s like being a part-time research student; what they would like from training events; and what they thought of this series of training days. The students were particularly appreciative of the opportunity to meet fellow part-time research students, albeit in different disciplines and at different stages of their PhD. Rather than solely listing specific research skills they would like covered, most of their ideas for future training sessions concerned more nebulous personal and emotional aspects of the experience of studying for a PhD on a part-time basis. Four dimensions of training need were identified: research techniques; research skills; engagement with the part-time PhD process; and engagement with their part-time peers. It is suggested that research training involving part-time research students, could usefully build in time to focus explicitly on some aspect(s) of the more personal and emotional elements of the part-time doctoral experience, as well as on technical aspects of research work. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/229610 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/229609 Title: A qualitative study of the relationship of personality type with career management and career choice preference in a group of bioscience postgraduate students and postdoctoral researchers Authors: Blackford, Sarah Abstract: This study reports on the career management and career choice preferences of a sample of bioscience postgraduate students and postdoctoral researchers according to their personality type as determined using the Myers Briggs Type Indicator (MBTI). Correlations can be found but other decision-making processes come into play and are more influential regarding career choices Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/229609 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/229608 Title: Well rounded Postdoctoral Researchers with initiative, who are not always “tied to the bench” are more successful academically Authors: Lee, Lucy J; Gowers, Isobel; Ellis, Lorraine; Bellantuono, Ilaria Abstract: This article reports the development, application and results of a baseline investigation of contract research staff in 2007 in the Medical School at the University of Sheffield which was carried out in order to develop a specifically tailored training and career development programme and allow for future impact evaluation of the scheme. Postdoctoral researchers reported on their perceived skill levels, academic achievements, career motivations and the current research environment. Results indicated that transferable skills related to communication and awareness of the process of research (i.e. the process of acquisition of funding, commercialisation of research outputs) were lacking. Furthermore, these skills were associated with higher publication outputs, and improved with mobility between institutions at postdoctoral level. This paper also describes how the findings from the baseline evaluation were used to develop a programme to address the lower ranking skills and evaluate the impact of the programme. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/229608 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/229607 Title: How much difference can current policy make to professional contract researchers? Authors: Dear, Denise V Abstract: This article explores the role of the professional contract researcher in higher education. The factors which have led to the need for directed policy growth, the perceived consequences of these policies and the shortfalls of policy in practice. It begins by exploring the questions who are researchers, where do they work and what are their problems? It will then go on to describe the current policies targeting this cohort and highlight areas of policy which are expected to address some of the issues of concern. It will then identify areas where policy may continue to fall short in practice and address ways in which these gaps may be filled Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/229607 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224934 Title: The Self in Research and Other Matters: A Study of Doctoral Students' Conceptions Authors: Pitcher, Rod Abstract: This study uses metaphor analysis to examine doctoral students’ conceptions obtained from their responses to an on-line survey. The conceptions examined were the conception of self in research, the conception of the PhD, the conception of knowledge, and the conception of the outcomes of research. The conceptions found were allocated to the categories of ‘organic’, ‘spatial’, explorative’ and ‘constructive’, the same categories as were used in a previous study of the students’ conceptions of research. A number of interesting relationships were found and are discussed, including the relationship of the conceptions to each other and to the demographic data obtained in the survey. Some tentative conclusions are discussed and some speculation indulged in. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224934 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224933 Title: Examining research productivity of Chinese TEFL academics across departments and institutes Authors: Bai, Li; Hudson, Peter Abstract: This study aims to benchmark Chinese TEFL academics’ research productivities, as a way to identify and, subsequently, address research productivity issues. This study investigated 182 Chinese TEFL academics’ research outputs and perceptions about research across three Chinese higher education institutions using a literature-based survey. ANOVA, t-tests and descriptive statistics were used to analyse data from and between the three institutions. Findings indicated that more than 70% of the TEFL academics had produced no research in 10 of the 12 research output fields during 2004-2008. The English Language and Literature Department in the national university outperformed all other departments at the three institutes for most of the research output categories. While a majority of the participants seemed to hold positive perceptions about research, t-tests and ANOVA indicated that their research perceptions were significantly different across institutes and departments. Developing TEFL research capacity requires tertiary institutions to provide research-learning opportunities. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224933 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224932 Title: Finding and Managing Information: Generic Information Literacy and Management Skills for Postgraduate Researchers Authors: Heading, David; Siminson, Nicola; Purcell, Christine; Pears, Richard Abstract: A gap in the linking of information literacy skills and bibliographic software usage was identified in the postgraduate researcher cohort. While the provision was available, many researchers were not integrating the finding of research information and the management of that information using bibliographic software tools. This article describes the linking of these two areas in two courses presented to postgraduate researchers and analyses the feedback from those who attended. Overall, an overwhelmingly positive response was found. Most positively received was the software training, perceived as a ‘new’ skill, while information literacy skills were less well received, due mainly to the perception of those skills as already acquired. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224932 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224931 Title: Evaluation of a programme of transferable skills development within the PhD: views of late stage students Authors: Walsh, Elaine; Seldon, Paul; Hargreaves, Caroline; Alpay, Esat; Morley, Bernard Abstract: Recent years have seen an increasing emphasis placed upon the development of transferable skills within PhD degree programmes. This paper reports on steps taken to evaluate a programme of transferable skills development at a research intensive university in the UK, focussing on the views of late stage PhD students in the science, engineering and medical disciplines. It shows that most students report a positive impact from having taken part in transferable skills initiatives and that they have a positive attitude towards them. Participants report an enduring positive impact on their behaviour and consider that the training meets their perceived needs as they progress as researchers. However, amongst the population as a whole, there were differences in views. For example, it was found that females, overseas students and those mainly motivated to do the PhD by career-related reasons attach the greatest importance to such opportunities to develop transferable skills. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224931 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224930 Title: Editorial Authors: Dear, Denise V Abstract: Welcome to the third issue of our journal . We are delighted to feature in this issue two peer-reviewed papers looking in detail at some of the outcomes of the ring-fenced money used for researcher development in the UK under the guise of Roberts funding. In her paper looking at impact of the training provided by this funding on late stage doctoral student researchers, Walsh and colleagues draw our attention to detailed analysis of impact via a variety of evaluation approaches. She also alerts us to the question of whether such development programmes should run alongside the traditional apprenticeship style training of such students. The second paper by Heading and colleagues provides a detailed example of a development programme event in information management and provides further evidence for impact of such training. Bai and Hudson move the focus to the research –teaching nexus and highlight the difficulty for TEFL staff in Chinese HEIs to develop a research strand in their careers. The importance in developing research capacity, providing support and mentoring to such staff is shown to be pivotal in their development. Finally conceptions of research from a variety of viewpoints are analyzed by Pitcher. Pitcher considers how the PhD itself, alongwith how the knowledge and outcomes of PhD research are perceived. In a preliminary survey of students on these matters, Pitcher highlights the importance of alignment with these concepts between student and supervisor thus avoiding difficulties between apprentice and supervisor as the research progresses which might inhibit development. Fri, 01 Jan 2010 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224930 2010-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224928 Title: Report: Evaluating the Impact of Newer Researcher Training & Development: Which Direction Forward? (Report of a Joint Seminar) Authors: Gough, Martin Abstract: The Vitae Yorkshire & North-East Region Hub and the Society for Research into Higher Education Postgraduate Issues & Academic Practice Networks jointly organised this seminar on 30th April 2009 at the University of Leeds, UK. The seminar comprised two sessions, each with presentation followed by audio-recorded open discussion. Attendees were from those working in the UK in the area of researcher and academic development who were invited and able to attend. A summary of the presentations and the second session discussion questions were posted immediately after the event on the Society for Research into Higher Education Postgraduate Issues Network website (http://www.srhe.ac.uk/networks.pin.asp). Those invited (attending or not) were able to respond further in writing. This report provides a collated summary of what people said in the period leading up to the Vitae researcher development conference 2009: Realising the potential of researchers (8-9 September), where I introduced this report in the fringe session “Assessment within development events as evaluation of researcher support programmes”, and does not draw firm conclusions. Its purpose is more to help move further the debate in this domain of practice about “Which Direction Forward?”, with a view towards implications for both academic and non-academic career paths for researchers, and to raise further discussion (see invitation at the end). Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224928 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224927 Title: Post-Doctoral Researcher's Conceptions of Research: A Metaphor Analysis Authors: Pitcher, Rod; Akerlind, Gerlese Abstract: This paper uses the analysis of metaphors to study the conceptions of research held by a sample of post-doctoral researchers at five Australian universities. It is based on an analysis of the metaphors the researchers use in describing their research. The study produced three concepts that we have labelled ‘research is exploring’, ‘research is building’ and ‘research is living’. This study is unusual in its focus on post-doctoral researchers and the use of metaphors to identify their conceptions of research. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224927 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224926 Title: Building research capacity in Education: evidence from recent initiatives in England, Scotland and Wales. Authors: Fowler, Zoe Louise; Baird, Adela; Davies, Susan M B; Procter, Richard; Baron, Stephen; Salisbury, Jane Abstract: There is a pressing need to build research capacity in Education across the UK to combat the effects of the ageing research population and the increasing polarisation between research-intensive institutions and the remainder of the field. This paper draws data from three evaluations of recent initiatives across the UK to explore the necessary conditions for effectively building research capacity. Technicist and situated learning models are explored in relation to the immediate and longer term professional development of the research workforce, and we identify that central to the effectiveness of this professional learning is: (1) interpersonal support from more experienced colleagues; and (2) institutional support for research engagement, primarily in the provision of time and an infrastructure which can support research activity. We conclude that the development of, and engagement with, inter-institutional, inter-project communities is imperative to this process. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224926 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224925 Title: Developing research capacity in the social sciences: a professionality-based model Authors: Evans, Linda Abstract: It is argued in this article that the shortcomings of social science research stem fundamentally from the lack of a developmentalist culture, which manifests itself by researchers’ inadequate interest and participation in continuing professional development. Yet institutional research leaders also have a key role in increasing research capacity. They need to be specific about precisely what sort of development they want to occur: what specific skills need to be developed, and what kinds of output they are encouraging. These will be incorporated into their visions of institutional research activity and achievement, which must be communicated clearly to those for whose development they are responsible. What is proposed is a model of institutionally-based professional development centred around the notion of ‘extended’ professionality, and from which developmentalist research cultures are likely to emerge. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224925 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224924 Title: Editorial Authors: Dear, Denise V Abstract: Welcome to the second edition of the International Journal for Researcher Development. In this issue, we are pleased to include an in-depth study on the professionality of researchers per se. In her article, ‘Developing research capacity in the social sciences: a professionality-based model’ Linda Evans draws attention to the importance of both developing a research culture and developing researchers themselves. She suggests that leadership in research is failing to achieve the development of institutional research capacity to an acceptable standard whilst researchers themselves are unaware of the necessity to develop continually. In our next article, Fowler and colleagues present evidence from a recent study as to the factors that are necessary to facilitate the building of research capacity in the UK. In their article, ‘Building research capacity across the UK: evidence from recent initiatives in England, Scotland and Wales’ they recommend more explicit institutional commitment to the professional development of research staff and suggest that this should include the facilitation of mentoring relationships between more and less experienced researchers. The paper by Pitcher and Akerlind provides an international slant by presenting results of a novel study using metaphor analysis across several Australian Universities. This enabled conceptions of research by researchers to be categorized. Finally, we include a report on discussions based around evaluating developmental activities for researchers in higher education. In the UK, Roberts funding came on-line in 2002 to support the development of skills training for post-graduate researchers – to assist their employability. That tranche of funding is nearing its end and universities across the UK are now having to evaluate the worth of the products of that funding and how to fund it, if at all, in the future. The Gough report on the discussions surrounding the development of an evaluation approach make interesting reading. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224924 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224922 Title: Report - Academic Practice Conference in Oxford, 2009 Authors: Arnold, Richard Abstract: The third conference organised by the Centre for Excellence in Preparing for Academic Practice will be held at St Anne’s College, University of Oxford, from 13 to 15 December 2009. The event will be focused on the development of holistic depictions of academic careers - ones conceptualized as more than teaching and/or research. We seek a wide range of creative responses to this idea, but initial suggestions include academic practice as career development, mentoring, academic climate, relationships between academic work and wider life, academic writing and discourse, and emotions or affect in academic work. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224922 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224921 Title: Doctoral student experience in Education:Activities and difficulties influencing identity development Authors: McAlpine, Lynn; Jazvac-Martek, Marian; Hopwood, Nick Abstract: This paper explores variation in the events or activities Education doctoral students describe as contributing to their feeling of being an academic or belonging to an academic community as well as difficulties they experience. The results (drawing principally on students in a Canadian research-intensive university though with some in a UK university) demonstrate a rich variation in multiple formative activities that are experienced as contributing to a developing identity as an academic, with many lying outside formal and semi-formal aspects of the doctorate. Yet, at the same time students report tensions in the very sorts of activities they often find significant and positive in the development of their identity. We see this analysis as offering much-needed insights into the formative role of cumulative day-to-day activities in the development of academic identity. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224921 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224920 Title: Postdoctoral research positions as preparation for an academic career Authors: Akerlind, Gerlese Abstract: Discussions of the nature and purpose of postdoctoral contract research positions is an area where assumptions and stereotypes tend to predominate. This is due to (a) recent changes in the higher education sector that have impacted on postdoctoral positions in a way that conflicts with traditional expectations, and (b) a relative lack of data and publications on postdoctoral positions, which creates a climate in which stereotypes can continue relatively unchallenged. This is unfortunate, because it limits the ability of supervisors to provide sound career advice to their postdocs as well as the ability of postdocs to make informed career decisions. Based on an extensive study of PDRs in Australia, this paper challenges four commonly held assumptions: 1. that postdoctoral researchers want an academic career; 2. that postdoctoral research positions provide a stepping stone to academic careers; 3. that postdoctoral research positions provide an opportunity for novice researchers to become increasingly independent; and 4. that postdoctoral research positions provide an opportunity for the incumbents to concentrate solely on research. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224920 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224919 Title: Making sense of doctoral training reforms in the social sciences: Authors: Mills, David Abstract: Educational reforms are increasingly driven by political and economic forces beyond the university. In this paper I describe how the policy initiatives of the United Kingdom’s Economic and Social Research Council (ESRC) have steadily reshaped the length, content and structure of doctoral education in the social sciences. This history of the Council’s willingness to respond to national and international policy concerns about the doctorate dates back to the early years of the Thatcher Government in the 1980s. As well as redefining the doctoral student experience, this interventionist policy environment potentially challenges the institutional autonomy of academics and others involved in educational development. In this article I explore the implications of this for doctoral training provision, and for the meaning of educational development itself. I end by pointing to the possibilities for policy ‘activism’ in responding to these changes. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224919 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224918 Title: Developing researchers in the arts and humanities: lessons from a pilot programme to develop discipline-specific research skills Authors: Saunders, Clare Abstract: Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline-specific research skills development, co-ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject-specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs. Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224918 2009-01-01T00:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224917 Title: The response of Physical Science post-graduates to training courses and the connection to their PhD studies Authors: Pritchard, Jane; MacKenzie, Jane; Cusack, Maggie Abstract: Training in both employability and discipline-specific skills has been provided and expanded over a number of years for post-graduate research students, (PGRs) in the Faculty of Physical Sciences administered by the Physical Sciences Graduate School (PSGS) at the University of Glasgow. This project explored the training provided in 2005/06 with a view to further developing a programme that students and faculty alike consider appropriate, timely and developmental for the needs of research students. The training provided by the PSGS had grown over a number of years in response to suggestions from academic staff in the Faculty of Physical Sciences. Data were collected from Postgraduate Research students (PGRs) from all the stages of the 3 year PhD process to enable a complete map of views to emerge. In particular, the way PGR students perceive the training they undergo in relation to their core PhD research and career progression was examined. The students in our study also identified clearly where they perceived they were developing such transferable skills, and training sessions are not seen as the sole or even major source; the research group itself would appear to play a major role. The authors believe the finding could inform the provision of PGR training in other UK institutions Thu, 01 Jan 2009 00:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224917 2009-01-01T00:00:00Z