Vitae Researcher Development Framework
Vitae Researcher Development Framework
Vitae Researcher Development Framework
I researchers to evaluate and plan their professional development I managers and supervisors of researchers in their role supporting the development of researchers I trainers, developers, human resources specialists and careers advisors in the planning and provision of support for researchers development. It will also be of interest to employers to understand the portfolio of skills unique to researchers and their potential as highly-valued employees, individuals interested in becoming researchers, and researchers looking to move into higher education from other sectors. Policymakers, funders of researchers and other stakeholders will find the associated Researcher Development Statement (RDS)1 a useful strategic overview of the RDF . The RDF supports the implementation of the Concordat to Support the Career Development of Researchers2, the QAA Code of practice for research degree programmes3 and the Roberts recommendations for postgraduate researchers and research staff4. The RDF is not intended to be linked to performance management or replace locally agreed progression criteria or job requirements.
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Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011
Structure
Collegiality Team working People management Supervision Mentoring Influence and leadership Collaboration Equality and diversity
rs othe with rking D1) Wo (
Subject knowledge Research methods: theoretical knowledge Research methods: practical application Information seeking Information literacy and management Languages Academic literacy and numeracy
Kno wled ge b (A1) ase
Se lfm an (B ag 2) em en t
The RDF has been created from empirical data, collected through interviewing researchers, Communication methods to identify the characteristics of excellent Communication media researchers expressed in the RDF as Publication descriptors. The descriptors are structured in four domains and twelve Teaching sub-domains, encompassing the Public engagement knowledge, intellectual abilities, Enterprise Policy techniques and professional standards Society and culture to do research, as well as the personal Global citizenship qualities, knowledge and skills to work Health and safety with others and ensure the wider Ethics, principles and impact of research. Each of the sustainability Legal requirements sixty-three descriptors contains IPR and copyright between three to five phases, Respect and confidentiality Attribution and co-authorship representing distinct stages of Appropriate practice development or levels of performance within that descriptor. Research strategy The RDF has been incorporated into a downloadable Professional Development Planner to enable researchers to identify the areas in the framework they want to develop further and to create an action plan.
Project planning and delivery Risk management
C om di mu ss ni em ca (D in tion 2) ati a on nd
Domain D Domain C
Domain A Domain B
Pers onal qua (B1) lities
Vi ta e ,
20 10 Ca ree rs
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011
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Personal effectiveness
The personal qualities and approach to be an effective researcher.
ch nt ar e se em Re nag C2) a ( m
Fina nce, fun and reso ding ur (C3) ces nd nal a ent essio Prof developm er care (B3)
Preparation and prioritisation Commitment to research Time management Responsiveness to change Work-life balance
Career management Continuing professional development fu Responsiveness to opportunities so Networking ion dit Reputation and esteem on
A1 Knowledge base
1. Subject knowledge
Has, at least, core knowledge and basic understanding of key concepts, issues and history of thought. Knows of recent advances within own research area and in related areas. (A3)* Is working towards making an original contribution to knowledge. Is developing a broader awareness of international and non-academic aspects of knowledge creation. Develops detailed and thorough knowledge/understanding of own and related subject areas and becomes familiar with associated areas in other disciplines/research areas. Demonstrates link between own research and real world affairs. Situates knowledge in international context. Stimulates new knowledge; may make outstanding breakthroughs. Considers multiple perspectives. Has deep and holistic understanding of strategic direction and intellectual developments of discipline/research area and its inter-relatedness with other disciplines/research areas. Uses this knowledge to enrich own discipline/research area. Contributes to the integrity and future vibrancy of the discipline/research area. Exercises international influence.
Understands relevant research methodologies and techniques and their appropriate application within own research area. (A4)* Justifies the principles and experimental techniques used in own research. (B6)*
Appreciates the value of a range of standards and methods/techniques for information/data collection and analysis; assesses and demonstrates usefulness and validity of information/data in the context of a specific problem/question.
Combines and justifies methods/techniques designed specifically for an investigation in a flexible and vigorous manner.
Recognises the value of alternative research paradigms and is able to work in, and support others working in, an inter-disciplinary way.
Uses a range of research methods linked to study area; documents own activity. Shows growing competence in own subject area and is developing awareness of alternative methods and analysis techniques.
Develops research approach and applies a range of appropriate methods and techniques with confidence. Documents and evaluates research processes, using statistics where appropriate.
Educates and guides others in the appropriate selection and use of research design, information/data collection, information/data management, analysis and methods/techniques.
Creates new models and hypotheses, research designs, data collection and analysis techniques. Sets expectations for application of methods locally, nationally and internationally.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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A1 Knowledge base
4. Information seeking
Acquires and develops search and discovery skills and techniques. Identifies and accesses appropriate bibliographical resources, archives and other sources of relevant information (C3)* including web-based resources, primary sources and repositories. Makes best use of a range of current tools and techniques. Assesses the reliability, reputation, currency, authority and relevance of sources. Seeks feedback from relevant groups to access other insights. Conducts advanced searches using a range of information software, resources and techniques; recognises their advantages and limitations. Recognises the importance of bibliometrics and citations. Shows highly developed awareness of appropriate sources for research. Uses a range of specialist print and on-line resources, as appropriate. Manages bibliometrics and citations to best advantage and with a high level of proficiency. Educates others in information/data seeking, accessing, evaluating and verifying techniques.
Designs and executes systems for the acquisition and collation of information using information technology appropriately (e.g. word processing, spreadsheets, simulation systems, databases). (C2, C4)* Develops awareness of information/data security and longevity issues. Knows where to obtain expert advice, i.e. information/data managers, archivists and librarians.
Develops awareness of the creation, organisation, validation, sharing, storing and curation of information/data and the associated risks. Understands legal, ethical and security requirements involved in information/data management, especially over time. Has knowledge of purpose of metadata.
Advises and educates peers, less experienced researchers, students and staff in discipline/research area-specific information/data management techniques, data security, legal and ethical requirements.
Develops new techniques for information management. Keeps abreast of and anticipates trends in the design and use of information/data collection, analysis and preservation.
6. Languages
Has excellent knowledge of language(s) appropriate for research, including technical language.
Learns additional language(s), including technical, appropriate for research and career development.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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A1 Knowledge base
7. Academic literacy and numeracy
Ability to understand, interpret, create and communicate appropriately within an academic context. Prepares grammatically and syntactically correct content for presentations. Writes in a style appropriate to purpose (E1)* and context for specialist and non-specialist audiences. Is mathematically competent to undertake research in own discipline/research area; understands and applies any statistics that may be used in the discipline/research area; analyses data and uses appropriate computer packages. Is IT literate and competent in using information and digital technology. Continues to develop academic literacy abilities within wider contexts; understands the literacy requirements for different communication media. Develops capabilities in IT and digital technology, as appropriate. Presents complex ideas with clarity. Understands analytical or statistical procedures in related disciplines/research areas and continues to develop mathematical ability. Has high level academic literacy and numeracy across a range of contexts and communication media. Keeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for the discipline/research area. Educates, advises and guides others in academic literacy and numeracy skills, as appropriate.
A2 Cognitive abilities
1. Analysing
Critically analyses and evaluates own findings and those of others. (A5)* Validates datasets of others. Has well developed analytical abilities with knowledge of a range of methods. Willing to learn new ones. Develops the analytical understanding of less experienced researchers and staff. Has outstanding analytical abilities.
2. Synthesising
Sees connections between own research and previous studies. Benefits from guidance with synthesising information/data and ideas.
Critically synthesises new and complex information from diverse sources.** Recognises patterns and connections beyond own discipline/research area.
Makes imaginative leaps of understanding across disciplines/research areas/agendas and beyond academia.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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A2 Cognitive abilities
3. Critical thinking
Able to understand argument (oral and textual) and articulate own assumptions; developing independent and critical thinking. Has the ability to recognise and validate problems. (A1)* Recognises multiple ways of knowing and alternative paradigms. Recognises significant and important arguments and can evaluate the assumptions of others. Is capable of original, independent and critical thinking and has the ability to develop theoretical concepts. (A2)* Makes sound and realistic judgements based on evidence. Is proficient and confident in applying critical thinking skills. Stimulates critical thinking in less experienced researchers and peers. Is a creative critical thinker, acknowledged nationally and internationally. Stimulates critical thinking at discipline/research area and policy levels.
4. Evaluating
Summarises, documents, reports and reflects on progress. (A6)* Evaluates the impact and outcomes of own research activities. Assesses the quality, integrity and authenticity of primary and secondary research information/data. Accepts and gives constructive criticism.
Evaluates progress, impact and outcomes of peer researchers activities. Advises and guides less experienced researchers on the quality, integrity, authenticity and validity of primary and secondary research information/data. Is able to provide and accept constructive criticism at appropriate times.
Monitors and evaluates progress, impact and outcomes of a range of other researchers activities. Effectively manages difficult criticism.
Creates evaluation processes and evaluates progress, impact and outcomes for national/international organisations and/or projects.
5. Problem solving
Isolates basic themes of own research; formulates basic research questions and hypotheses.
Formulates and applies solutions to a range of research problems and effectively analyses and interprets research results.**
Identifies new trends, complex questions and broader problems; designs substantial projects. Challenges particular hypotheses and refines them in the light of results.
Leads a research agenda by making major contributions to understanding. Asks the pertinent questions and designs projects that challenge traditional thinking in general and progress research themes.
A3 Creativity
1. Inquiring mind
Demonstrates a willingness and ability to learn and acquire knowledge. (D1)* Demonstrates flexibility and open-mindedness. (D3)* Develops a style of questioning and questioning technique. Identifies and asks useful, challenging questions; always curious. Sees beyond immediate questions to unexplored areas. Confidently enquires, challenges and questions. Anticipates cutting-edge questions. Encourages challenge and inspires curiosity.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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A3 Creativity
2. Intellectual insight
Absorbs and appropriates ideas; is intellectually astute. Creates ideas and opportunities by investigating/seeking information. Recognises new trends; is insightful; goes beyond the obvious. Develops own conceptual approach/understanding of intellectual position. Shows initiative and works independently. (D7)* Identifies where discipline/research area is going and to some extent influences the intellectual agenda. Independently and confidently shares own lateral thinking. Makes connections between previously unrelated issues. Influences and stimulates the intellectual agenda for the discipline/research area. Provides outstanding breakthrough thinking for the discipline/research area and has strategic input to other disciplines/research areas.
3. Innovation
Understands the role of innovation and creativity in research. (D2)* May engage in inter-disciplinary research.
Exercises critical judgement and thinking to create new and/or imaginative ways of understanding.** Develops new ways of working on a topic and has innovative ideas. Identifies which ideas are likely to be successful.
Goes beyond recognising to realise the potential of ideas. Drives and delivers innovative research projects. Encourages, inspires and works with others; actively seeks collaborations for inter-disciplinary research.
4. Argument construction
Constructively defends research outcomes. (E3)* Provides some evidence in support of ideas. Structures arguments clearly and concisely.
Rigorous in argument construction and production of evidence. Produces convincing arguments to defend research theses.
Produces finely honed argument rapidly. Educates, advises and guides others in argument construction.
5. Intellectual risk
Tests the boundaries, is willing to expose ideas to a critical audience and to critically appraise other research.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
B1 Personal qualities
1. Enthusiasm
Maintains enthusiasm and motivation for own research. Recognises the need for passion and pride in own work. Is highly motivated even when work is mundane. Is passionate about research: enthuses others; inspires enthusiasm in the discipline/research area. Inspires communities of international researchers.
2. Perseverance
Demonstrates self-discipline, motivation and thoroughness. (D5)* Perseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support. Is developing some resilience. Deals effectively with the routine aspects of research.
3. Integrity
Understands and demonstrates standards of good research practice in the institution and/or discipline/research area. (B3)* Seeks guidance as necessary.
Acts with professional integrity and honesty, takes especial care in information/data handling and dissemination and engagement with others Demonstrates standards of good research practice without need for guidance and encourages professional integrity in others.
Acts as exemplar to and advises peers and less experienced members of staff, respecting their views and engaging effectively in discussion.
Sets expectations and standard of conduct. Advises all staff and contributes to institutional and disciplinary policy/practice.
Shapes policy and procedures of good practice in research in the HE sector, professional associations and bodies.
4. Self-confidence
Aware of some personal abilities and willing to demonstrate them. Recognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support, as appropriate. (D6)*
Aware of range of own skills and enjoys demonstrating them. Able to defend ideas in the face of reasonable challenge both from colleagues and others. Self-reliant; (D7)* capable of directing others.
Is confident of own skills and ideas in the face of strong challenge seeks challenges. Builds a range and variety of support structures. Contributes to others support; recognises need for collegiality.
Comfortable that own ideas are likely to be radical/unusual; has self-confidence to initiate challenge and engage with others. Maintains a variety of support structures. Develops confidence in others.
Seeks out sophisticated challenges to any new/unusual/radical ideas. Inspires confident behaviour in others.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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B1 Personal qualities
5. Self-reflection
Makes time to reflect on practice and experience. Develops strengths and improves on weak areas. Seeks personal feedback. Learns from mistakes. Has heightened awareness of own strengths and weaknesses. Strives for excellence, seeks and takes personal feedback on performance and acts on it. Continuously seeks ways to improve own performance and that of less experienced researchers and/or team/department/institution. Encourages self-reflection in others. Leads by example.
6. Responsibility
Gradually takes complete responsibility for own project and own well-being; develops independence.
Takes responsibility for own and others projects (students and less experienced colleagues). Delegates responsibly. Alert to the well-being of others.
Accepts and takes responsibility for building/leading research team and developing its members. Engages in and encourages the development of well-being in other researchers/the team.
Has leading responsibility for delivering highly skilled researchers for academic and non-academic professions. Is responsible for leading the discipline/research area nationally and/or internationally. Engages in and encourages the development of well-being in academic and non-academic colleagues.
B2 Self-management
1. Preparation and prioritisation
Prepares and plans project to meet objectives and, with support, is able to adapt if necessary. Takes strategic view of project; prioritises, plans and is forward thinking; deals with the unexpected. Anticipates future directions and trends in research, prepares for the unexpected. Recognises good ideas. Influences environment; has long-term strategic vision. Sees the gaps and opportunities in project plans and evaluates the changes needed. Plans, balances and responds effectively and appropriately to change and the unexpected. Gives evidence for the need for change of priorities. Prioritises and switches focus between multiple projects/tasks.
2. Commitment to research
Evaluates and manages potential distractions. Dedicated: has purposeful and determined focus on developing own research and research credentials.
Has a purposeful and determined focus on developing excellence in research, taking it from the ordinary to the extraordinary.
3. Time management
Manages own time effectively to complete research project; adheres to clear plan.
Is establishing own time management systems: delivers projects on schedule, responds flexibly.
Has established own time management skills, advises others and acts as role model. Manages multiple or complex projects to time; balances constraints.
4. Responsiveness to change
Adapts approach when required to; seeks guidance and recognises risks.
Adapts to changes; balances risk and opportunity. Knows when to seek advice and reassurance.
Engages with change; expects change and is prepared for it, manages risk accordingly. Advises and reassures less experienced researchers.
Embraces change and anticipates risk. Responds decisively, coaches and reassures others.
Promotes change and contributes to institutional change initiatives; is willing to take reputational risk.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011
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B2 Self-management
5. Work-life balance
Is developing an awareness of work-life balance issues. Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being. Considers the needs of others. Maintains an acceptable work-life balance and manages pressure. Notices and helps manage the pressure on colleagues and less experienced researchers. Actively maintains attention to work-life balance issues. Promotes an effective work-life balance for self and team. Sensitive to signs of pressure on and stress in colleagues, students and staff; provides support, advice and management where necessary. Influences departmental, institutional or disciplinary policies on work-life balance and well-being.
Demonstrates self-awareness and the ability to identify own development needs. (D4)* Appreciates the need for and shows commitment to continuing professional development. (G1)* Recognises transferability of own experience and articulates this to potential employers or line managers. Develops and maintains own records of achievement and experience.
Becomes familiar with employers requirements and develops skills accordingly. Actively seeks opportunities to enhance skills and take responsibility, formally or informally, within a research environment. Maintains a portfolio of achievement and experience.
Has realistic view of own potential in academic or non-academic job market and adapts career development plans appropriately. Supports and encourages the continuing professional development of others. Helps others make informed decisions in the light of employers requirements. Reflects on skills and creates opportunities to develop further. Demonstrates, with evidence, initiative and competence in a wide range of contexts.
Acts as continuing professional development role model for others. Is influential in setting standards and devising criteria to define the skills required of professional researchers. Contributes to the culture of continuing development within own institution and discipline/research area. Actively acquires information and feedback on matters affecting the direction of discipline/research area/department/institution and on colleagues and less experienced researchers in relation to their professional development.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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4. Networking
Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community. (F1)* Uses personal and/or online networks effectively for feedback, advice, critical appraisal of work and for responding to opportunities. Engages with learned societies and public bodies.
Shares external networks with less experienced researchers/students. Builds professional rapport. Becomes respected member of learned society(ies).
Leads networks. Has national, international and policy-making network connections with academic and non-academic bodies and organisations, and in public and private research and development areas.
Has influential connections with significant bodies and organisations; has high impact on society through academic and non-academic bodies and organisations.
Maintains position in debates about own research areas. Is establishing a reputation in the discipline topic/research area and locally.
Has an established and growing reputation in own and, possibly, other disciplines/research areas; increasing research esteem. Conducts peer review internally and acts as reviewer for projects and journals. Supports the development of the reputations of less experienced researchers.
Is a leading, well-known national authority and speaker on own focal topic and related areas and in some international arenas. Acts as reviewer for external chairs. Actively promotes the reputation and esteem of department/team, colleagues, peers and less experienced researchers.
Is globally renowned; becomes international authority and leading speaker on own focal topic and related areas. Actively champions the reputation of the discipline/research area and own institution.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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C1 Professional conduct
1. Health and safety
Understands relevant health and safety issues and demonstrates responsible working practices. (B4)* Takes responsibility for own work space. Aware of impact on others and wider environment. Recognises the significance and relevance of health and safety regulation and guidance. Sets example, can educate and advise peers and less experienced researchers/students. Takes responsibility for immediate work environment and people in it. Sets expectations, educates, trains and guides peers and less experienced researchers in health and safety. Manages and takes responsibility for health and safety within department. Determines departmental/local expectations on health and safety matters. Educates, trains, guides and disciplines students and staff. Determines institutional policy and/or contributes ideas to national policy. Shapes policy and procedures of own institution, national or international professional associations/bodies
Understands and applies the relevant codes of conduct and guidelines for the ethical conduct of research; seeks advice from supervisor. Demonstrates awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research. (B2)* Is mindful of own impact on the environment. Understands how to behave and work in a sustainable way. Understands the concept of corporate social responsibility; seeks guidance as necessary.
Makes own ethical judgements about work and advises less experienced researchers and students. Challenges potential or actual unethical behaviour of others. Acts and works in a responsible way to create a sustainable environment.
Sets expectations and ensures ethical principles are adhered to within own research environment. Educates and advises peers and less experienced members of staff. Acts as exemplar, advises peers and staff on environmental issues; promotes sustainable attitude to research among less experienced researchers.
Determines appropriate ethical conduct for discipline/research area; advises policy makers. Drives local environmental policy and promotes sustainable approach to research among colleagues/department.
Shapes policy and procedures of the HE sector and professional associations/bodies. Promotes public understanding of the ethical issues raised by research.
3. Legal requirements
Has basic understanding of legal requirements surrounding research, e.g. Data Protection Act, Freedom of Information Act, Equality Act 2010 and equivalent Northern Irish legislation.
Understands the legal obligations of the profession and can advise peers and less experienced researchers, especially on ownership of data and the requirements of the Data Protection Act. (B2)*
Assumes, for the local research context, responsibility for working within the legal framework; sets expectations, advises peers and less experienced members of staff.
Advises staff and contributes to institutional policy. Ensures that students and staff have equality of opportunity and are treated fairly.
Shapes policy and procedures of the HE sector and professional associations/bodies. Leads by example.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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C1 Professional conduct
4. IPR and copyright
Has basic understanding of data ownership rules as they apply to own research. Has sufficient understanding of copyright, (B2)* IPR, licensing to advise peers and less experienced researchers. Understands the value of open access of research outputs to researchers and the wider society. Manages the deposit of research outputs, open and wider access, and the Creative Commons lisense. Sets local expectations among staff/team/department. Engages in the commercialisation of intellectual property where appropriate. Advises all staff and contributes to institutional policy. Shapes policy and procedures of the HE sector and professional associations/ bodies.
Within own research respects the right of participants to confidentiality and anonymity. Respects colleagues.
Advises peers and less experienced researchers on respect, confidentiality (B2)* and anonymity. Encourages others to respect colleagues; challenges those who do not respect others.
Directs local policy, advises all staff and contributes to institutional policy.
Understands concept of attribution (B2)* and applies it consistently and fairly to appropriately recognise contributions and co-authorships. Seeks advice on local codes of conduct. Understands and adheres to the rules and regulations concerning academic malpractice (B2)* in the institution in which based and of professional body and funder, if appropriate.
Advises peers and less experienced researchers on bibliometrics and citation practice.
Directs local policy, advises all staff and contributes to institutional policy.
7. Appropriate practice
Has sufficient understanding of the rules of academic malpractice to advise peers and less experienced researchers. Challenges malpractice.
Directs local policy, advises all staff and contributes to institutional policy. Is involved in decisions regarding malpractice.
C2 Research management
1. Research strategy
Aware of how own research aligns with the research strategy of the institution and strategic focus of the discipline/research area. Develops understanding of broader context of research. Ensures research contributes to the discipline/research area and own institution and also to wider aims of all stakeholders, the public and the business sector. Shapes and influences broader research agenda.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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C2 Research management
2. Project planning and delivery
Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities. (C1)* Acts on decisions agreed with supervisor/line manager and delivers results. Independently defines a manageable research project. Understands project management cycles and is able to draw on a range of project management techniques and tools. Allows for wider public access to and long-term preservation of research information/findings. Manages problems and conflict. Defines large research projects, draws up long-term plans for research. Uses range of project management strategies. Clarifies priorities; sets expectations, keeps project on track. Effectively manages multiple research projects and both the research agenda and bureaucracy for various projects. Able to take unpopular but evidence-based appropriate decisions.
3. Risk management
Makes basic risk assessment and is able to manage risks in own project with support. Aware of risks in virtual environments and when using interactive communication technologies.
Assesses risks in own research environment, takes responsibility for others in that environment. Aware of risks to research information over time.
Conducts thorough risk analysis for self, team and others; quick to identify risks and confidently manages them.
Accepts responsibility for risk management; educates and advises others. Determines and directs procedures/ expectations for own institution.
Shapes policy on risk management for the HE sector and professional associations/bodies
2. Financial management
Understands the basic principles of financial management. Has some commercial awareness.
Has knowledge of required financial management systems. Keeps basic accounts and reconciles them. Manages own grant. Develops deeper commercial awareness.
Is expert in the use of required financial management systems for audit tracking and budgetary planning. Understands institutional and national financial systems for supporting research. Manages multiple budgets; educates, advises and guides others.
Helps shape/contributes to funding policy and financial management processes and commercial awareness in institution /department.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011
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2. Team working
Understands own behaviours and impact on others when working in and contributing to the success of formal and informal teams. (F2)* Appreciates contributions of other team members including non-academic members. Thanks people for their contribution.
Understands leadership in team environments; recognises the strengths of team members and works effectively to achieve mutual goals.** Coaches less experienced researchers and students. Gives credit to people for their contribution. Builds support and coalitions to attain goals
Leads, manages and delegates impartially. Is sensitive to intentions, needs and positions of team members; acts accordingly to achieve success. Manages expectations and resolves conflict. Coaches team members; helps team members clarify their roles and responsibilities. Acknowledges the results of the team. Actively seeks collaborative partners.
Recruits, trains and builds sustainable team; develops staff and facilitates relationships. Collaborates with key figures/teams internationally.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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4. Supervision
Engages in peer support and evaluation, and undergraduate support and assessment.
Provides support and advice to peers and less experienced researchers. Takes on co-supervision role. Welcomes feedback on own supervisory skills.
Encourages the development of autonomy in others. Takes on lead supervisor role. Supports the development of supervision skills in others. Keeps up to date with supervision policy and procedure. Actively seeks feedback on own supervisory skills and techniques; provides feedback for less experienced colleagues.
5. Mentoring
Effectively supports the learning of others when involved in teaching, mentoring, demonstrating or other research activities. (E5)* Recognises the importance of mentorship and receiving mentoring.
Develops skills as a mentor and uses own mentorship effectively. Encourages peers and less experienced researchers to present at conferences, write and publish joint or individual papers. Acts as a mentor to students.
Acts as mentor to less experienced colleagues. Helps mentees and other people to see opportunities and take up new challenges. Identifies potential in others; empowers people. Sets challenges but builds and develops confidence; manages the over-confident.
Is a role model. Shares networks; creates opportunities for others. Shapes the mentoring strategy of own institution. Involves people in decision making and leadership roles, promoting their autonomy. Nurtures talent; develops skilled researchers.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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7. Collaboration
Aware of the value of working collaboratively to benefit research and for maximising the potential for impact. Co-produces research outputs with supervisors/research leaders. Recognises common/conflicting interests within own and adjacent disciplines/research areas.
Builds collaborative relationships with a range of colleagues within own and adjacent disciplines/research areas and with stakeholders and users of research to co-produce research outputs. Actively participates in and contributes to collaborations and external relationships.
Manages and negotiates collaborations and external relationships; contributes to development of discipline/research area. Works in multi- or cross-disciplinary contexts; thinks comparatively.
Builds collaborative relationships with a range of external organisations and bodies; negotiates at national and international level. Actively builds capacity in collaborations and external relationships nationally and internationally; contributes to reputation and vibrancy of department/institution.
Is sensitive to and respectful of individual differences. Develops awareness of diversity and difference within working environment. Understands equality and diversity requirements of institution.
Acts as role model for personal conduct when dealing with diversity and difference; educates, advises and guides less experienced researchers. Makes positive use of diversity and difference to enrich research projects and outputs.
Sets example locally, nationally and internationally. Helps shape departmental/institutional policy and implementation.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011
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2. Communication media
Develops skills in a range of communication means, e.g. face-to-face interaction using interactive technologies, and/or textual and visual media, where useful/necessary. Has a web presence as a researcher. Uses audio-visual aids effectively in presentations.
Is confident in face-to-face interactions. Uses interactive communication technologies for networking, information/data sharing and promoting research presence. Engages with locally available media. Makes the complex accessible using a wide range of audio-visuals as appropriate. Willingly learns additional skills.
Confidently uses e-resources. Establishes and leads virtual research environments. Collaborates and communicates research virtually. Uses national/international media and web media. Continuously seeks self-improvement in terms of media usage. Educates, advises and guides others. Regularly publishes and is involved in editing/may be editor of national publication. Aims for the most prestigious publication in academic and non-academic outlets. Actively seeks collaborative and/or interdisciplinary partners; is lead author on co-authored outputs. Supports and enables less experienced researchers to publish. Willingly peer reviews publications.
Maintains advanced level of knowledge and skill in interactive communication technologies. Is aware of and engages with international media.
3. Publication
Understands the processes of publication and academic exploitation of research results. (B7)* Produces some publishable material in print, electronic or other format. Is developing awareness of the range and diversity of outlets for publications.
Understands how research is evaluated and published in print, electronic or other format. Produces publishable material of high standard; may co-author/collaborate with others. Disseminates in a range of research, professional and public outlets.
Chooses to actively publish in a variety of outlets, sometimes solicited contributions; is involved in editing/is editor of international journal or other form of dissemination. Targets appropriate journals/outlets to gain an extensive track record of high quality published research.
Internationally and publicly renowned for publications. Serves on influential editorial boards.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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2. Public engagement
Understands and appreciates the value of engaging with the public, willingly participates. Open to influence of public interactions on own work. Responds to local opportunities and existing activities; presents aspects of research at public events.
Contributes to promoting the public understanding of own research area. (E4)* Actively seeks ways to realise opportunities for public engagement. Facilitates engagement with others, leads on local opportunities, is involved with national programmes; makes appropriate use of external support for these activities. Recognises the mutual benefit of engagement to research, researchers and the public.
Facilitates opportunities for public dialogue, connects with users of research and beneficiaries; leads major public engagement projects and funding applications. Helps to shape the publics conception of research. Facilitates a dialogue between the public and researchers; educates, advises and guides less experienced researchers about the importance of public engagement. Initiates activities; building track record of public engagement. Creates a climate where engagement activity is valued.
Establishes public engagement reputation, gives strategic support, promotes projects and supports funding applications. Is known advocate for public engagement in discipline/research area; Occupies specific public engagement post(s) or personal chair.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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4. Policy
Understands the relevant policy-making processes and presents findings in a policy friendly format. Analyses policies and understands the wider contexts in which they are situated.
Recognises, understands and appreciates the importance of policy making to research and the importance of research to policy making. Engages in dialogue with the public, policy makers, government and other key organisations. Evaluates the impact of policy and its fitness for purpose.
Produces research which can inform the development or enhancement of policy. Educates, advises and guides less experienced researchers.
Understands/builds the relationship between academia and the policy-making process and makes the appropriate links to influence policy making. Advises and informs all staff on impact of policy on research.
Has the ability to get research knowledge into the policy-making process through a variety of mechanisms. Is able to influence policy by working directly with key policy makers.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf ISBN: 978-1-906774-18-9 Version 2 April 2011
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6. Global citizenship
Shows a broad understanding of the context in which own research takes place, at the national and international level. (B1)*
Recognises impact of own and others research as global citizens. Develops international contacts and networks; engages with and understands other cultures.
Sets example and expectations; takes lead on impact issues for discipline/research area and/or institution. Can educate, advise, train and guide peers, researchers and staff in international research issues.
Has global impact. Takes lead; sets example and agendas, and influences policy on national and international scale.
Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss ISBN: 978-1-906774-18-9 Version 2 April 2011
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