1 / 18

Aspiring Academics: Supporting humanities postgraduate students and early career academics through changing times

Aspiring Academics: Supporting humanities postgraduate students and early career academics through changing times. Clare Saunders Rebecca O’Loughlin. Outline of this paper. Aspiring Academics – a (very) brief history Programme findings and lessons learned Preparing for the future.

paxton
Download Presentation

Aspiring Academics: Supporting humanities postgraduate students and early career academics through changing times

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Aspiring Academics: Supporting humanities postgraduate students and early career academics through changing times Clare Saunders Rebecca O’Loughlin

  2. Outline of this paper • Aspiring Academics – a (very) brief history • Programme findings and lessons learned • Preparing for the future

  3. Aspiring Academics – a (very) brief history

  4. Origins of ‘Aspiring Academics’ • 2004: AHRC launches research training framework • 2004: Subject Centre for Philosophical and Religious Studies (PRS) survey of departments: • Very little subject-specific provision other than thesis supervision • NB “… an absence of generalised training is not a consequence of laisser-faire attitudes on the part of staff or an unwillingness to put time and effort into the development of students’ research skills. It is, rather, a reflection of the nature of the disciplinary knowledge in question…” (Becher et al. 1994:106) • PRS research students are relatively isolated; strongest identified need was for support and development networks • 2005: Successful bid for AHRC ‘seed corn’ funding to establish a regional research training network

  5. ‘Aspiring Academics’: the pilot, 2005-7 • 10 departments from six HEIs in Yorkshire and the North East of England • Programme design and delivery in collaboration with participating departments • Two-day residential workshop (winter) + one-day graduate conference (summer) p.a. for two years • Parallel discipline-specific sessions wherever possible • Free of charge to delegates • 85 participants, of whom +25% attended two or more events • Cf. 35 AHRC-funded doctoral students in YNE at the time • Very low attrition rate

  6. Typical programme: pilot Day 1 Day 2  • 1030 Welcome and Introduction • 1045 Research Methods and Trends • Philosophy, HPSTM – The Future of Philosophy (Dr Kathleen Lennon, Hull) • TRS, Biblical Studies – The Insider/Outsider Approach (Pauline Kollontai, York St John)   • 1200 Research in Context (Dr Matthew Eddy, Durham) • 1315 Lunch  • 1400 Building Your Bibliography (Dr James Wilson, HUMBUL)  • 1600 Delivering Effective Presentations (Dr Clare Saunders & Dr Darlene Bird, Subject Centre for PRS) • 0915 The Conference Scene • Philosophy, HPSTM – Mahlete-Tsige Getachew, York & Dr Jonathan Tallant, Leeds • TRS, Biblical Studies – Dawn Llewellyn, Lancaster • 1030 Converting a Conference Paper into an Article (Dr Hugh Pyper, Sheffield ) • 1145 Breaking in to the Publishing Racket (Professor Tom Baldwin, York & Professor Lester Grabbe, Hull) • 1315 Lunch • 1400 So I’ve Got a PhD… Now What? (Dr David Efird, York; Dr Jonathan Tallant, Leeds & Julie Gallimore, Subject Centre for PRS) • 1530 Discussion / Conclusion

  7. Evolution of ‘Aspiring Academics’, 2008-11 • Maintained (in response to feedback): • Subject focus • Contributions from recognised experts in the field • Opportunities for ‘networking’ • Free of charge to delegates • Changed: • One-day events only (to reduce costs) • Extended nationwide (to meet demand) • Topics extended to cover all aspects of academic life – research, learning & teaching, ‘service’/admin/management • 5 events with a total of 275 participants

  8. Typical programme: today • 11:00   Welcome and introduction • 11:20   Panel: Views of the 21st Century Academic Landscape • Winning an Academic Post: Getting on the Career Ladder (Jason Turner, Philosophy, Leeds) • The Role of the AHRC, Funding and the Impact Agenda (Shearer West, AHRC) • The Influence of the REF and Trends in Academia (Seán McLoughlin, TRS, Leeds) • Plenary discussion • 12:50   Lunch • 13:45   Getting Published as an Early-Career Scholar (Chris Renwick, History, York) • 14:20   Parallel workshops on teaching and curriculum design • Philosophy & HPS (Keith Crome, Philosophy, Manchester Met) • Theology & Religious Studies (Mel Prideaux, TRS, Leeds) • 15:20   Closing plenary: open surgery

  9. Programme findings and lessons learned

  10. Evaluation of pilot: ‘happy sheets’ • Satisfaction ratings consistently 90%+ • Strengths: • Discipline specificity • Expert input • Holistic approach to support • Weaknesses: • Discipline specificity • Expert input

  11. Evaluation of pilot: reflective • “A lot of things were said that we needed to hear, and hadn’t heard from anyone.” • “… this was an invaluable insight into what lies ahead. It should be mandatory for anyone considering a doctorate… I feel I am much better equipped and happier about the prospect.” • “Really helped to edify my thinking about how to approach academic development.” • “… I have learned a lot more from the Subject Centre courses than from any other training that I have been involved in…” … and from a Director of Graduate Studies: • “It helped [students] to think about their long-term goals and the ways in which their research fit in with their teaching”

  12. Evaluation of ‘Aspiring Academics’ today

  13. Lessons learned • Value of discipline focus • Relevance • Stakeholder ‘buy in’ • Genuine demand for professional development opportunities among early career academics • Growing popularity of Subject Centre programme • ‘Spin-off’ programmes for subject association conferences • Importance of addressing ‘unknown’ as well as ‘known’ needs • For participants – potential need/demand gap • For ‘provider’ - anticipating and addressing changes in the sector

  14. Preparing for the future

  15. Challenges and changes? • Maintaining/developing tailored and holistic provision • HEA restructuring • HEI capacity (esp. post-Roberts) • Changing role of Vitae? • Preparing early career academics for the future • Post-Browne – impact of tuition fees, NSS, KIS… • Changing research landscape – impact, collaboration, knowledge transfer, public engagement… • ‘Juggling’ – and making space for professional development amidst – these increasing demands

  16. Questions, comments…? Contact: Clare Saunders Subject Centre for Philosophical and Religious Studies E: clare@prs.heacademy.ac.uk T: 0113 343 1166 W: http://prs.heacademy.ac.uk Thank you for participating!

  17. References Becher, T, Henkel, M & Kogan, M (1994). Graduate Education in Britain. London & Bristol, PA: Jessica Kingsley Publishers. Saunders, C (2009). Developing researchers in the arts and humanities: lessons from a pilot programme. International Journal for Researcher Development, vol. 1:1, pp. 45-70. Saunders, C & Closs, J (2010). Discipline perspectives: philosophical and religious studies. Academy Exchange 9: The Postgraduate Student Experience, no. 9, pp. 18-20.

More Related