Introducing the Researcher Development Framework (RDF)

Gill Johnston, University of Sussex

Aims

Provide an overview of the RDF – content & contextOutline the RDF development process and structureLook at teaching in the RDFMention the RDSMotivate a discussion about the use/benefits of the RDF for PGwTs

Overview

A development framework for researchers at all stages of their careers

Covers the full research spectrum

Describes knowledge, skills, behaviours and personal qualities

Captures a ‘good’ researcher

Encourages researchers to aspire to excellence

Mainly for current or prospective researchers in HE and those who train, manage, supervise, develop, support them in any way.

Overview – context…or why did we need the RDF?

Joint Skills Statement only applied to research students – at the end of their doctoral programme

Need to up-date JSS

The Concordat raised issue of support for early career researchers and research staff

Questions extended across the profession – including advanced levels

Need to provide individual researchers with an independent source to self-evaluate

Overview

How was the RDF created?

Basis of the framework consists of data drawn from over 100 interviews

Phenomenographic method* – identified over 1,000 characteristics and their variants

Input from experts, specialists and stakeholders

Clustered into four main areas or Domains

* See http://www.vitae.ac.uk/policy-practice/167281/Background-documents.html for further details on method.

Overview - content

Language of the RDF:Domains – four main areasSub-domains – twelve sub areasDescriptors – add detail and further descriptionPhases – different stages in development

Descriptors are common to researchers in HE during different phases of being a researcherRecognises individual difference and different career paths (in and out of HE)Flexible and realistic

RDF descriptors & phases

Phase 1 Phase 2 Phase 3 Phase 4 & Phase 5Contributes to teaching at undergraduate level. Assists in the supervision of undergraduate projects.Participates in research meetings (seminars, workshops, conferences, etc). Has a developing awareness of the ways research influences/interacts with teaching.

Has a developing awareness of own teaching style and techniques. Is involved with the assessment of student knowledge and supervision of projects.Assists in the development of student research skills.Willing to co-supervise postgraduate research projects.Recognises the significance of translating research into other educational outputs, seeks ways for own research to influence teaching.Organises research meetings (seminars, workshops, conferences, etc).

Improves own approach and develops wider repertoire of teaching styles and techniques.Contributes to and manages the teaching and learning programmes in the department and to the development of the curriculum in own area.Values the teaching-learning-research nexus.Educates, advises, guides and manages less experienced researchers.Builds supervisory experiences; supervises postgraduate researchers; acts as external examiner at doctoral level.

Leads teaching programmes and their evaluation/quality assurance procedures.Pursues opportunities to develop research-informed teaching. Actively encourages and promotes a culture that links research and teaching.Mentors supervisors of postgraduate researchers.Attracts new postgraduate researchers.

Domain D, Engagement, influence and impactSub-domain D3, Engagement and impactDescriptor 1, Teaching

The relationship between the RDF & the RDS

The Researcher Development Statement is the strategic statement, approved by the Research Councils to replace the Joint Skills Statement

RDS useful for institutions and developers

Summary document – i.e. comprises the top two levels of the RDF (domains and sub-domains); summarises the descriptors as:

Knowledge

Attitudes

Behaviours

Postgraduates who teach and the RDF

Most useful because represents what the sector says is important for a career as a researcher

With careful introduction, useful for: Personal and professional development

Self-assessment and review

Job applications

Thinking about promotions

Transferable skills…

There is an on-line CPD tool available from Vitae

I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me

realise I can have a much larger visions.

It was very good for me to reflect. I realised that nothing is

stopping me but myself. The sky is the limit.

Think about staging the targets; what can I do

smarter, what training do I need to request and

what do I need someone else to facilitate so that I

can move forward

I now have a path that I would like to follow

I would see this [RDF] as a barometer...to give me a bit

more clarity about what areas I could develop and what might

be most important. It’s something I could keep

returning to

It put career development back into the forefront of my mind as it can often slip back when you’re

engaged in what you’re doing day to day.

The RDF “…identified areas for me that I needed to hone and really made me think about my career development. I’ve highlighted things now that I know I need to do.

What we’ve always tried to do with the postdocs [in Edinburgh] is say 'look this is your career and it’s your responsibility'.

Read it carefully and be honest about where you are. You don’t always have to aim for phase 5 identify shorter term goals that are more achievable.

The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).