Training Trainers: Issues in Supporting PG Research Methods Teachers and Research Student Supervisors Mike Wallace, Card

1. Training Trainers: Issues in Supporting PG Research Methods Teachers and Research Student Supervisors Mike Wallace, Cardiff University NCRM Training the Trainers Event, 4th June 2007

2. Session Aims • Map ‘training trainers’ roles, tasks, development needs, learning process, learning support to meet priority development needs • Share early lessons from AIM RDI training trainers project experience • Raise questions about best balance between endemic tensions in developing a training trainers strategy

3. Aim 1: Map Components • Nature and methods of enquirywithin and between fields and disciplines • Career stagesacross the academic lifecourse • Research, training and managementroles and tasksat different stages • Demography - numbers at each stage now, in future • Existing training trainers provision andidentified gapsin relation to roles and stages • Priority development needslinked to tasks for roles at each stage, and to demography • Learningprocess, range oflearning supportactivities to meet priority needs, potential impact • Resourcingparameters

4. Linking Selected Map Components • Career stages • Roles and tasks • Development needs • Learning and learning support

6. Research-Informed Model of Adult Professional Learning Stages and Learning Support • Wallace, M (1999) When is experiential learning not experiential learning? in Murphy, P (ed) Learners, Learning and Assessment London: Paul Chapman in association with the Open University

7. Stages in learning Existing performance of research training tasks Challenge to existing performance Increased awareness, and justification for development Rationale for development Practical ideas on how to develop Practice in developing performance Improved performance of research training tasks

8. Stages in learning Components of Learning Support Existing performance of research training tasks Diagnosis Challenge to existing performance Increased awareness, and justification for development Critical understanding Rationale for development Practical information Practical ideas on how to develop Skills Practice in developing performance Integration into skilful performance Improved performance of research training tasks

9. Stages in learning Components of Learning Support Previous experience Existing performance of research training tasks Task performance Diagnosis From research, professional knowledge, theory, policy Challenge to existing performance From personal theories of action Increased awareness, and justification for development Critical understanding General principles Specific information necessary for tasks Rationale for development Practical information General training and personal development Practical ideas on how to develop Specific for training tasks Skills Practice in developing performance Specific for learning activity Integration into skilful performance Range of tasks Improved performance of research training tasks Specific tasks

12. Aim 2: Early Lessons from AIM RDI Training Trainers Experience • Design of training trainers components • Experience of implementation and formative evaluation

14. RDI 1 - Tried to Maximise Impact • strategic - train trainers (cascade) • inclusive - open to all business schools • fill key gap - logic of enquiry materials • regional provision - access, networking • workshop series - depth of learning and impact on practice • informal learning agreement - participants commit to series, dean endorses • levy modest feefor series at outset

15. Modular Learning Support Sequence Preparatory Work Diagnose issues through reviewing practice, present knowledge Problematise practice, stimulate thinking through reading Workshop Sessions Link participants’ experience and knowledge to present activity Expert input on a new research training topic Plan follow-up work to integrate ideas from input into practice Follow-up Work Activity to support integration into practice Prepare for next workshop – report back, diagnose etc

16. Problems and Promising Developments • Modest recruitment to workshop series - not universally high priority for deans/HoSs or potential participants • Significant number of ‘no-shows’, often without notice (even though charged) • patchy response from experts in the field, wide variation in training style but • most participants appreciate inputs and networking opportunity • early evidence of impact on practice

17. Need a Cultural Shift(can’t manipulate culture but can’t afford not to try influencing it) • Place higher value on research training and supervision as academic activities • Develop research training and supervision as a managed process • Take learning opportunities seriously • Increase pedagogic awareness • Develop more institutional and local training trainers provision

19. Aim 3: best balance between: • A generic strategy for the social sciences vs bespoke strategies for different fields? • Within field and discipline focus vscross- and interdisciplinary focus? • Centralised interventions which risk dependence vs regional or local interventions which risk unacceptable diversity? • Open invitation which mainly attracts enthusiasts vs mandating which mainly generates unenthusiastic compliance?

20. Inclusivity, covering all trainers vselitism, concentrating on those in leading research departments? • Short-term provision for all career stages vsprioritising the early career stage for longer-term benefit? • Resourcing training activities vs their formative and summative evaluation? • Giving potential trainees what they want vs what others judge that they need?

21. Core curriculum of established research methods vs importing new methods? • Focus on content (‘ologies’ and research methods) vs process of learning to thinking like a researcher (develop and evaluate arguments)? • Superficial practical information giving for wide coverage vs sustained guidance for a few on real job tasks with feedback? • Single-purpose training (for role as trainer) vs dual-purpose training (for role as trainer and as researcher)?