Developing researchers: two models for academic researcher development

1. Developing researchers:two models for academic researcher development Lyn Browning, Senior Consultant: Organisational Learning and Development, University of South Australia Jonathan Wyatt, Professional Development Adviser, University of Oxford Welcome and introductionsWelcome and introductions

2. The purpose of this session is to present two models for developing academic research staff – at the University of Oxford and the University of South Australia. We will: compare the strategic versus fix it approach present the two models outline what they look like in practice describe some of the outcomes allow time for questions and discussion The purpose of this session is to present two models for developing academic research staff – at the University of Oxford and the University of South Australia. We will: compare the strategic versus fix it approach present the two models outline what they look like in practice describe some of the outcomes allow time for questions and discussion

3. Professional development for academic staff: strategic versus fix it approach What does a strategic approach offer? What are the limitations, if any? What does a fix it approach offer? What are the limitations? How do you bring the two together? Strategic approach Note that Oxford’s approach is not exclusively strategic, that the models we are offering are not as polarised as they appear! However…. The approach arose out of pilots that took place within five departments in 2003-4. These were externally evaluated, leading to a report to Personnel Committee that included a recommendation to establish a high-level working group. This group first met in May 2005. It became apparent that the University did not have an answer to the question “how can we, as an organisation, make best use of hugely important resource – contract research staff?” We are in the process of developing an answer to this question. What I present today is early in the process. Prior to the establishment of this approach developments were taking place at divisional and departmental level – which was good but piecemeal. A strategic approach – when combined with other approaches - offers the opportunity to embed good practice (and clear thinking) organisation-wide rather than only locally. It helps, potentially, in changing the nature and level of discourse across the organisation, i.e. away from the researcher as problem to the researcher as resource It has the potential to achieve economies of scale. Given the size of the organisation, this is crucial. Its limitations are that, if not combined with other approaches, a strategic intervention to be experienced as divorced from reality on the ground, and as managerialist, in which case it will be resisted. Strategic approach Note that Oxford’s approach is not exclusively strategic, that the models we are offering are not as polarised as they appear! However…. The approach arose out of pilots that took place within five departments in 2003-4. These were externally evaluated, leading to a report to Personnel Committee that included a recommendation to establish a high-level working group. This group first met in May 2005. It became apparent that the University did not have an answer to the question “how can we, as an organisation, make best use of hugely important resource – contract research staff?” We are in the process of developing an answer to this question. What I present today is early in the process. Prior to the establishment of this approach developments were taking place at divisional and departmental level – which was good but piecemeal. A strategic approach – when combined with other approaches - offers the opportunity to embed good practice (and clear thinking) organisation-wide rather than only locally. It helps, potentially, in changing the nature and level of discourse across the organisation, i.e. away from the researcher as problem to the researcher as resource It has the potential to achieve economies of scale. Given the size of the organisation, this is crucial. Its limitations are that, if not combined with other approaches, a strategic intervention to be experienced as divorced from reality on the ground, and as managerialist, in which case it will be resisted.

4. Professional development for academic staff: strategic versus fix it approach What does a strategic approach offer? What are the limitations, if any? What does a fix it approach offer? What are the limitations? How do you bring the two together? Fix it approach How did it happen? Early Career Researchers are those who have completed a doctorate within the past five years. At UniSA ECR Development commenced as a response to two things: an identified emerging need for professional development for Early Career Researchers in 2003 and a forthcoming audit of the University in 2004. The concept was supported by the Pro Vice Chancellor: Research, and stated in the corporate plan I began working on ECR Development during 2003 on the basis of having been involved in research development activities for women in the Women and Leadership program since 1999. In December 2003 a forum was held for ECRs to consult on their professional development needs. In February 2004 a Director: ECR Development was appointed at Professor Level E for three years at 0.3 During 2004 the ECR Development program commenced and offered a ‘smorgasbord’ of 9 workshops to all ECRs (157) In 2005 a structured development program commenced for a cohort of 21 ECRs. In February 2005 the inaugural Australian Technology Network ECR Development conference was hosted by UniSA. In 2006 a second cohort of 24 ECRs was selected and commenced the program. Limitations: High degree of caution and low level of ‘buy in from stakeholders’ : Research Policy Committee, Deans of Research, Heads of Schools Funding constraints: introducing and managing a program with limited funding Limited resourcing: Director ECR, project officer, and admin support for the program all additional to other duties High need to ‘manage up’ across the UniversityFix it approach How did it happen? Early Career Researchers are those who have completed a doctorate within the past five years. At UniSA ECR Development commenced as a response to two things: an identified emerging need for professional development for Early Career Researchers in 2003 and a forthcoming audit of the University in 2004. The concept was supported by the Pro Vice Chancellor: Research, and stated in the corporate plan I began working on ECR Development during 2003 on the basis of having been involved in research development activities for women in the Women and Leadership program since 1999. In December 2003 a forum was held for ECRs to consult on their professional development needs. In February 2004 a Director: ECR Development was appointed at Professor Level E for three years at 0.3 During 2004 the ECR Development program commenced and offered a ‘smorgasbord’ of 9 workshops to all ECRs (157) In 2005 a structured development program commenced for a cohort of 21 ECRs. In February 2005 the inaugural Australian Technology Network ECR Development conference was hosted by UniSA. In 2006 a second cohort of 24 ECRs was selected and commenced the program. Limitations: High degree of caution and low level of ‘buy in from stakeholders’ : Research Policy Committee, Deans of Research, Heads of Schools Funding constraints: introducing and managing a program with limited funding Limited resourcing: Director ECR, project officer, and admin support for the program all additional to other duties High need to ‘manage up’ across the University

5. Two models for developing academic researchers: Career management of Contract Research Staff (CRS) at the University of Oxford Early Career Researcher (ECR) Development Program at the University of South Australia

6. Career management of Contract Research Staffat theUniversity of Oxford 

7. Career management of Contract Research Staff (CRS) at the University of Oxford Researchers at Oxford The Contract Research Staff Working Group The Task Force on Academic Employment Note the numbers of CRS at Oxford, and other aspects of the Oxford context Note the terms of reference of the CRS Working Group, and its composition. Note its limited-term brief. Note the remit of the Task Force and what informed the CRSWG’s submission.Note the numbers of CRS at Oxford, and other aspects of the Oxford context Note the terms of reference of the CRS Working Group, and its composition. Note its limited-term brief. Note the remit of the Task Force and what informed the CRSWG’s submission.

8. The model: please see handout

9. Early Career Researcher Development Programat theUniversity of South Australia

10. UniSA - a snapshot Formed in 1991 - largest University based in South Australia 2500 staff – 1200 academic and 1300 professional 110 undergraduate & 180 coursework and research programs delivered across more than 40 academic disciplines to 33,000 students Commitment to partnerships with industry, other educational providers, and the community Known for innovation in teaching & learning and among Australia’s leading industry-linked research institutions Guiding principles: educating professionals; creating and applying knowledge; engaging our communities. Formed in 1991, UniSA is the largest and newest institution based in South Australia UniSA employs 2500 staff – 1200 academic and 1300 professional delivers 110 undergraduate and 180 coursework and research programs ranging across more than 40 academic disciplines to 33,000 students has a strong commitment to partnerships with industry, other educational providers and the community in both educationaldelivery and research is known for innovative approaches to teaching and learning and ranked among Australia’s leading industry-linked research institutions The University’s guiding principles are: educating professionals, creating and applying knowledge and engaging our communities.Formed in 1991, UniSA is the largest and newest institution based in South Australia UniSA employs 2500 staff – 1200 academic and 1300 professional delivers 110 undergraduate and 180 coursework and research programs ranging across more than 40 academic disciplines to 33,000 students has a strong commitment to partnerships with industry, other educational providers and the community in both educationaldelivery and research is known for innovative approaches to teaching and learning and ranked among Australia’s leading industry-linked research institutions The University’s guiding principles are: educating professionals, creating and applying knowledge and engaging our communities.

11. UniSA International reach and impact Over 10,000 international students from over 60 countries Operates transnational programs in eight countries Active alumni chapters in Kuala Lumpur, Singapore, Hong Kong, Taiwan, United Kingdom Prepares graduates for international professional careers Among world’s top 200 universities – Times Higher Education Supplement – October 2005. More than 10,000 international students from over 60 countries One third of UniSA’s students are citizens of other countries Operate transnational programs in eight countries worldwide Active alumni chapters in Kuala Lumpur, Singapore, Hong Kong, Taiwan and the United Kingdom. Aim to prepare our graduates for an international professional career UniSA aims for both reach and impact: recently listed in the World University Rankings – The Times Higher Education Supplement guide to the world’s top 200 universities – October 2005. More than 10,000 international students from over 60 countries One third of UniSA’s students are citizens of other countries Operate transnational programs in eight countries worldwide Active alumni chapters in Kuala Lumpur, Singapore, Hong Kong, Taiwan and the United Kingdom. Aim to prepare our graduates for an international professional career UniSA aims for both reach and impact: recently listed in the World University Rankings – The Times Higher Education Supplement guide to the world’s top 200 universities – October 2005.

12. Academic career development framework Early Career Researcher Development Program part of continuing professional development for academic staff.Academic career development framework Early Career Researcher Development Program part of continuing professional development for academic staff.

13. Induction to UniSA includes and induction to research seminar for academic staff new to UniSA. Covers context and provides information for staff new to UniSA and staff new to research. Resource: A quick guide to starting research at UniSA. Induction to UniSA includes and induction to research seminar for academic staff new to UniSA. Covers context and provides information for staff new to UniSA and staff new to research. Resource: A quick guide to starting research at UniSA.

14. Early Career Researcher Development Program: a cohort model The program is centralised and uses a cohort model. Around 20 Early Career Researchers are selected each year via an application process. The one year program commences in February and includes a two-day retreat an ‘ECR survival kit’ four one day core sessions covering a range of topics and activities mentoring by a senior researcher an end of year celebration and networking event The program is centralised and uses a cohort model. Around 20 Early Career Researchers are selected each year via an application process. The one year program commences in February and includes a two-day retreat an ‘ECR survival kit’ four one day core sessions covering a range of topics and activities mentoring by a senior researcher an end of year celebration and networking event

15. Implementation What do these programs look like in practice?

16. Career management of Contract Research Staffat theUniversity of Oxford 

17. Career management of Contract Research Staff (CRS) at the University of Oxford Events in divisions and departments College membership Mentoring guidelines (Working towards) Regular reviews/appraisals Dissemination of the model itself – to be undertaken Outline these developments as examples of the CRSWG’s work. However, note that the model has yet to be ‘implemented’. What will implementation look like? Outline these developments as examples of the CRSWG’s work. However, note that the model has yet to be ‘implemented’. What will implementation look like?

18. Early Career Researcher Development Programat theUniversity of South Australia

19. Implementation Cohort Two day retreat Core sessions Mentoring ECR Survival kit The Early Career Researcher Development program has used the same format for the past two years. A cohort of up to 20 participants are selected via a nomination process signed off by Heads of Schools and Directors of Research Institutes and a selection process involving the Deans of Research. The program commences with a two day retreat in February. Topics covered include: The context for research, national issues and debates Funding for research Publishing and conferences Mentoring Career planning Performance management Core sessions have themes for the day: Grants Publishing Managing resources Wider research community Each participant is matched with a mentor who is in a senior position at UniSA. Each participant is provided with a ‘survival kit’ which includes information such as: Divisional and Research institute information Information on applying for grants Australian Competitive Grants register ResearchResearch.com Legal services Research schemes such as visiting researcher scheme Senior staff structureThe Early Career Researcher Development program has used the same format for the past two years. A cohort of up to 20 participants are selected via a nomination process signed off by Heads of Schools and Directors of Research Institutes and a selection process involving the Deans of Research. The program commences with a two day retreat in February. Topics covered include: The context for research, national issues and debates Funding for research Publishing and conferences Mentoring Career planning Performance management Core sessions have themes for the day: Grants Publishing Managing resources Wider research community Each participant is matched with a mentor who is in a senior position at UniSA. Each participant is provided with a ‘survival kit’ which includes information such as: Divisional and Research institute information Information on applying for grants Australian Competitive Grants register ResearchResearch.com Legal services Research schemes such as visiting researcher scheme Senior staff structure

20. Outcomes What is the impact?

21. Career management of Contract Research Staffat theUniversity of Oxford 

22. Career management of Contract Research Staff (CRS) at the University of Oxford Impact upon the Task Force’s decisions? Raise the level of sophistication of discourse about CRS? This is speculative at this stage, as regards the model itself. Potentially – and optimistically - there could be: Major cultural change – attitudes to CRS as a resource Greater access to colleges Greater use of open ended contracts Increased pro-activity within departments and divisions Even without awareness of the model some of this is happening already. In a sense the model is implicitly being worked with. This is speculative at this stage, as regards the model itself. Potentially – and optimistically - there could be: Major cultural change – attitudes to CRS as a resource Greater access to colleges Greater use of open ended contracts Increased pro-activity within departments and divisions Even without awareness of the model some of this is happening already. In a sense the model is implicitly being worked with.

23. Early Career Researcher Development Programat theUniversity of South Australia

24. Performance indicators Specific performance indicators for individuals are: preparation and progressive implementation of an individual development plan submission of a manuscript to a refereed journal preparation of a high quality application for a research grant aimed at ECRs, for example at division level involvement in ECR development activities The performance indicators for the program are measurable improvements in research performance. The aim of early career researcher development is to contribute to the improvement of the University’s research performance. The performance indicators for the University are measurable improvements in the research performance of participants indicated by an: increase in the number and proportion of research-active staff increase in the number of early career researchers submitting applications to: divisional schemes, external schemes, and ARC and NH&MRC increase in participation of ECRs involved in large grant applications and publications increase in the number and proportion of staff who are aligned with designated or emerging research centres increase in the University’s research performance as measured by refereed publications submitted and accepted, research income, postgraduate student enrolments, and timely completions. Specific performance indicators for individuals are: preparation and progressive implementation of an individual development plan submission of a manuscript to a refereed journal preparation of a high quality application for a research grant aimed at ECRs, for example at division level involvement in ECR development activities involvement in ARC and NH&MRC workshop activities. The performance indicators for the program are measurable improvements in research performance. The aim of early career researcher development is to contribute to the improvement of the University’s research performance. The performance indicators for the University are measurable improvements in the research performance of participants indicated by an: increase in the number and proportion of research-active staff increase in the number of early career researchers submitting applications to: divisional schemes, external schemes, and ARC and NH&MRC increase in participation of ECRs involved in large grant applications and publications increase in the number and proportion of staff who are aligned with designated or emerging research centres increase in the University’s research performance as measured by refereed publications submitted and accepted, research income, postgraduate student enrolments, and timely completions. Specific performance indicators for individuals are: preparation and progressive implementation of an individual development plan submission of a manuscript to a refereed journal preparation of a high quality application for a research grant aimed at ECRs, for example at division level involvement in ECR development activities involvement in ARC and NH&MRC workshop activities.

25. Early Career Researcher Development program at UniSA Evaluation End of session End of year - 2005 Since the Early Career Researcher Development Program commenced in 2003 ECRs have been invited to fill in an evaluation form at the close of each workshop and comments have been very positive. In addition 2005 cohort members were asked to complete an end of year evaluation form to provide information on measurable outcomes and whether participation in the program has influenced those outcomes. Of the 21 ECRs in the cohort in 2005, 19 completed and returned evaluation forms. Since the Early Career Researcher Development Program commenced in 2003 ECRs have been invited to fill in an evaluation form at the close of each workshop and comments have been very positive. In addition 2005 cohort members were asked to complete an end of year evaluation form to provide information on measurable outcomes and whether participation in the program has influenced those outcomes. Of the 21 ECRs in the cohort in 2005, 19 completed and returned evaluation forms.

26. Early Career Researcher Development program at UniSA Outcomes: Increase in confidence as a researcher 17 successful in gaining grant funding 24 refereed articles prepared and 8 published in 2005 28 post graduate student completions in 2005 The information received indicates that the Early Career Researchers (ECRs) in the 2005 cohort increased in confidence in a number of areas: in planning their careers, preparing research grant applications, and writing for publication. Most of the ECR cohort applied for funding in 2005: 11 won internal grants 5 won external grants 1 won an Australia Research Council grant. A total of 24 refereed articles were prepared and 8 published and 7 non-refereed articles were prepared and 5 published. The ECRs supervised a total of 28 postgraduate students to completion in 2005: 5 doctorates, 6 masters, and 17 honours. Members of the ECR cohort indicated that they thought participation in the ECR Development program influenced aspects of their working life, in particular success in gaining grant funding, and their confidence as a researcher, and mentoring. The areas of mentoring which ECRs found most useful were: career planning publishing undertaking research and preparing grant applications.The information received indicates that the Early Career Researchers (ECRs) in the 2005 cohort increased in confidence in a number of areas: in planning their careers, preparing research grant applications, and writing for publication. Most of the ECR cohort applied for funding in 2005: 11 won internal grants 5 won external grants 1 won an Australia Research Council grant. A total of 24 refereed articles were prepared and 8 published and 7 non-refereed articles were prepared and 5 published. The ECRs supervised a total of 28 postgraduate students to completion in 2005: 5 doctorates, 6 masters, and 17 honours. Members of the ECR cohort indicated that they thought participation in the ECR Development program influenced aspects of their working life, in particular success in gaining grant funding, and their confidence as a researcher, and mentoring. The areas of mentoring which ECRs found most useful were: career planning publishing undertaking research and preparing grant applications.

27. Early Career Researcher Development program at UniSA Your ECR program has been instrumental in my career development and I am very grateful for all the support and encouragement that you have given me over the past year during the ECR sessions. … Thanks once again. ECR cohort participant 2005 Many of the ECRs took the time to write additional comments about the Early Carer Researcher Development program at UniSA. “Your ECR program has been instrumental in my career development and I am very grateful for all the support and encouragement that you have given me over the past year during the ECR sessions. … Thanks once again.”Many of the ECRs took the time to write additional comments about the Early Carer Researcher Development program at UniSA. “Your ECR program has been instrumental in my career development and I am very grateful for all the support and encouragement that you have given me over the past year during the ECR sessions. … Thanks once again.”

28. QUESTIONS?