University of Bath. Careers in Research Online Survey 2011

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1 University of Bath Careers in Research Online Survey 2011 November 2011

2 Table of Content 1. Summary Recommendations Design of the CROS survey Background at the University of Bath University of Bath CROS Demographic data Job design, recruitment and selection Staff Induction Probation Staff Development Performance Review (SDPR) Equality and Diversity Professional Development and Training Career planning and aspirations of researchers Experience of researchers Institution specific questions

3 1. Summary Response rate: The response rate was 40.2% at the University of Bath, this is 13 % higher than for the comparator 94 groups and 12.7% more than in the whole UK. Job design, recruitment and selection The experiences of researchers when applying for and starting a job at the University are still varied. 76% state that they have received a job description during the application process. This has increased by 6% since 2009 and is now the same as in other 94 group Universities. 33% received details of transferable/personal/management skills required of the post holder during the application process. This is 11 % less than at other 94 group Universities. Staff induction The offer of induction programmes for research staff has improved since More research staff report having been offered an induction to their role, department and the institution than before. 83% have been invited to a University wide Induction (2009: 47 %). 43% were negative about or were not offered an induction to their role (2009: 54%). 47% were not offered an induction to their department (2009: 52%) Probation Of research staff on probation in the past 2 years only 35% have actively monitored their progress towards any probationary requirements. This is significantly less than in other 94 Group Universities were 51.5% have done so. Only 58% found the information they received about their probationary requirements useful and 18.2 % stated that they weren t offered any information. Staff Development Performance Review (SDPR) 40% of respondents have had an SDPR in the past 2 years. That is the same (41%) as in However, it is about 12% less than at other 94 group Universities (52%). Only 33.8% found the SDPR useful overall (2009: 34.3%) 45% of respondents from other 94 group Universities found their appraisal useful overall. Equality and Diversity Significantly more research staff than in 2009 feel integrated into their departments (72%) and the Universities (56%) research community. 60% of research staff feel that the research culture at the University simulates their work. That is 5% les than in 2009, but similar to how research staff at other 94 group Universities feel (62%). 75% or more of research staff feel treated fairly regardless of ethnic background, gender, religion, sexual orientation, disability or age. 3

4 Exceptions are the areas of career progression (69%), reward (71%) and pregnancy and maternity (67%). Professional development and training: 78% of researchers spend at least 1 or more days during the past 12 months on CPD. 66% of research staff have attended at least 1 day of training activities within the University. Only 50% spent 3 or more days in the past year on CPD. Experience of researchers On average more researchers at the University of Bath report having taken part in activities characteristic of academic life, e.g. collaborations of different kinds, placements/ secondments and managing budgets/projects, than researchers in comparator 94 group Universities. Exceptions are the areas of writing grant proposals, knowledge transfer and explaining their work to people outside their field. 2. Recommendations Ensure research staff feels treated fairly in comparison to other staff. Ensure researchers, are when possible, interviewed by panels all interviews, wherever possible, are Explore ways to ensure all members of research staff receive a comprehensive induction to their role, the department and the University and are provided with copies of relevant documentation (e.g. Research Strategy, Code of practice, probationary requirements). Ensure all eligible researchers are given the opportunity to and take part in reviews during probation and SDPRs and most staff report these to be useful Further promote the value of transferable skills training and personal development for future development activities to researchers. Researchers responsibilities: Researchers need to take proactively responsibility for their own personal and career development. 3. Background CROS was first developed in 2002 as part of a project funded by HEFCE, SHEFC, and the DTI/OST. The aim of the survey is to anonymously gather data about working conditions, career aspirations and career development opportunities for research staff. A new version of CROS was launched in 2009 and the questions now align with and measure success of implementation of the Concordat for the Career Development of Researchers. CROS allows participating institutions to compare their results to those of other UK higher education institutions. In Universities took part in CROS. 4

5 4. Design of the CROS survey CROS contains 50 questions split into 6 sections (About your research career, Recruitment and Selection, Recognition and Value, Support and Career Development, Equality and Diversity and About you. At the end of each section is a free text question that provides participants with the opportunity to provide additional comments. The majority of questions are mandatory. To some questions more than one reply can be given. The basic questions cannot be modified by participating Universities. However, Universities have the opportunity to add an additional section with their own questions. Bath s added questions focused on awareness of staff and career development opportunities. It takes about minutes to complete the survey. 5. Background at the University of Bath CROS has been previously run in 2003, 2005, 2007 and 2009 and has led to improvements in provision for research staff and systems supporting research staff at the University of Bath. These improvements include: a Research Staff Working Group to represent the interests of research staff a revised training and development programme specialist careers advice an improved induction programme tailored to research staff needs a network of research staff co-ordinators ensuring that the new Code of Practice for the employment of research staff is followed in departments. On a national level, the findings of the CROS survey have informed the provisions of the Concordat to Support the Career Development of Researchers. 6. University of Bath CROS 2011 CROS was run from the 1 st May 2011 to the 31 May 2011 at the University of Bath. At this time there were 229 members of staff employed in the AR staff category at the University of Bath. Of these, 92 participated in the survey, giving a response rate of 40.2%. This is an increase of 8.5% compared to The overall, UK-wide response rate in 2011 was 27.5% and the response rate of the Universities in the 94 group category Goldsmiths University, Institute of Education University of London, Lancaster, Loughborough, Queen Mary, School of Oriental & African Studies, Essex, Leicester and Surrey) was 28.4%. The survey was promoted in a number of ways: The researchers@bath monthly newsletter 5

6 Targeted s providing research staff with the background for CROS and improvements that had been implemented since the previous surveys Target s by members of the RSWG To see how we did in comparison to other Universities the results of the survey were compared to other 94 group Universities that also ran the CROS. Those percentages are shown in square brackets behind the Bath results if they are very different from the Bath results and exclude the Bath results. When answering questions respondents had the option to decide between different degrees of agreement to a statement e.g. very useful, useful, not useful and not useful at all. To make this report easier to read those categories have been combined if possible so, for example, very useful and useful is described as useful, and not useful and not useful at all as not useful. 7. Demographic data Some of the questions in CROS focus on gaining information about the demographic characteristics of the research staff respondents. Table 1 shows an overview of the key demographic data comparing it to the respondent group in Age < 30: 33% 30-45: 55% >45: 12% Gender Male:63.7% Female: 36.3% Status Full-time: 85.6% Part-time: 14.4% Contract Fixed-term: 82% Permanent: 18% Nationality UK: 65.6% Non-UK: 34.4% CROS 2011 CROS 2009 < 30: 29.7% 30-44: 60.5% >45: 9.9% Male: 65% Female: 44% Full-time: 88% Part-time: 12% Fixed-term: 86.2% Permanent: 13.8% UK: 76.5% Non-UK: 23.5% Table 1: Overview of demographics of CROS respondents in 2009 and % of participants of the survey were male and 36% female (Figure 1). As the population of RS in Bath is made up to 60.3% of male and 39.7% of female staff the roughly reflects the gender distribution of the University research staff population. 6

7 Summary of gender distribution (N=92) male female UoB respondents Figure 1: Gender distribution of research staff at the University of Bath in general (UoB) and respondents to the survey (Question 48) The majority of respondents (77.6%) have been employed by the University of Bath between 1-5 years and 22.3% had over six years employment (Figure 2). 14.1% have been at the University of Bath for 10 or more years The largest single group with 37.6% of respondents were those that have been in Bath for 1-2 years. Years of service (N=85) 14% 14% 8% 26% 38% < 1 1 to 2 3 to 5 6 to 9 >10 Figure 2: Length of service at University of Bath of respondents (Question 4a) 7

8 More than half of respondents (51.6%) were employed in their first research contract at Bath. While 82.4% have had 3 contracts or less. Number of contracts (N=91) 8% 1% 9% 9% 51% to 9 >10 22% Figure 3: Number of contracts at the University of Bath (Question 2) 82% [77.4%] of RS participating in the survey were on a fixed term contract. 85.6% were employed full time. Of those employed full time 67.5% were male and 32.4% were female. In % of all respondents were on a fixed term contract and 88% were employed full time. 8

9 Type of contract (N=91) Fixed Term Permanent UoB respondants Figure 4: Type of contract (Question 4) The total length of contract varied between 4-60 months with most contracts being between 7-36 months (Table 2). Length of contract % of RS 6 months or less: months: months: months: months: months: 9.6 More than 5 years: 0 Table 2: Total length of contract (Question 4a) 9

10 8. Job design, recruitment and selection (More than one answer per question could be selected in this section.) 5 questions in the survey focused on recruitment, selection and appointment processes through to staff induction. Respondents identified a range of routes how they have found out about their current job (Table 3). As in 2009 most researchers found out about their current job via an external website (36.7). This has increased about 10% since Word of mouth was also an important route, identified by 26.5% of respondents (in %) 2009 (in %) Jobs.ac.uk or other external website Word of mouth Named on grant Institution s website Contract extension Grant/fellowship 3 N/A holder other Listserv/ distribution Newspaper/printed 2 5 media Don t know/can t 2 N/A remember Redeployed Table 3: Methods by which respondents found out about current post (Question 6) Researchers were asked which information/materials they were provided with during the application process. During the application process 76%, 6% more than in 2009, had been provided with a job description and 67.4% received details of the qualifications required of the post-holder. 65.2% of respondents received details of the specialist research skills required of the post holder. In contrast to that only 32.6% received details of the transferable/personal/management skills required. This is significantly less than at other 94 group Universities, where 44% received information on transferable skills required. 8.6% of researchers reported on not receiving any information on the job descriptions or job requirements. 10

11 Interview process: 84.7% of respondents had a formal interview. 24.3% of those had an interview with only the PI/research leader. 6.4 % of respondents who had a face to face interview with the PI only, started within the last year. 17.4% did not have an interview as they were named on the grant, redeployed or their contract was extended. There are significant numbers of research staff who did not receive an interview by a departmental or cross institutional panel which the University would consider to be good practice. However this might be due to people starting at Bath before this policy was brought in. Comments that were made in the free text section show that different members of staff have very different experiences with the whole process of recruitment selection and starting the job at the University of Bath: I was appointed a mentor in the department and he has been a great help. Other members of the department are also always willing to help. I had no detail information about my role and duties, and when I had questions for the Human Resources, they avoided answering them. They probably thought I was going to give them a problem (something on these lines). 9. Staff Induction (More than one answer per question could be selected in this section.) The Code of Practice for the Employment of Research Staff emphasises how important induction processes are and identifies the people responsible. 2 questions in CROS (questions 9 and 10) focused on the induction process and the usefulness of the documents received during it. Research staff were asked if they had received information about the following areas and how useful the information was: employment contract probationary requirements copies of institutional policies statement of their right and responsibilities institutions research strategy training/information about equality &diversity training/information about Health & Safety Surprisingly, less (or the same number of) research staff stated that they have been offered information in all of these areas, except receiving a statement of their rights and responsibilities, than in In all areas between 20-30% of research staff found the information they received not useful. 11

12 Usefulness of information offered at start of job (N=91) very useful/useful not very useful/ not at all useful not offered training/information on health and saftey training/information on equality and diversity copy of insitutions research strategy statement of your rights and responsibilities copies of insututional policies information about probationary requirements information about employment contract Figure 5: Usefulness of the information received after the appointment. Respondents could also choose that they had been offered the information but did not take it. Between 0-5.5% choose this option depending on the question. In general more research staff at the University have received an induction than in However, less research staff at the University of Bath than at other 94 group Universities stated that they had received an induction (Figure 6). % research staff not offered an induction to (N=89-91) Bath 94 group % university department role 12

13 Figure 6: Research staff stating that they have not received and induction at the University of Bath and comparator 94 group Universities (Question 9) Since 2008 all members of research staff are invited to a University wide induction event by an from the staff development manager. This is reflected in a 35% increase of research staff that have been offered an University wide induction compared to 2009 (Table 4). 73% of respondents were offered a cross institutional induction, which 20% more than in 2009 found useful (Table 4). 17% of respondents stated that they were not offered a cross institutional induction. Some of these have started in the past 2 years suggesting that we don t manage to invite all researchers via an or that the researchers miss the . Only about half of respondents were offered an induction to their department. This has increased by 7.2% compared to However, 21.4%, compared to 14% in 2009, didn t find the induction useful. So, 68.6% of respondents didn t receive and induction to their department or didn t find the induction they received useful. not offered (Very)useful Not very useful/ not useful at all cross institutional departmental role Table 4: Induction at start of contract (in %) 56% of respondents received an induction to their role. 42% found the induction useful. 29% claim not to have received an induction to their role. Overall, the provision of induction events has increased compared to However, free text comments confirmed that in some areas there is still more to be done: I wasn't offered any induction in the department and this didn't make me very welcome and still has a negative influence on my job. The university's induction was great, but it would have been great had the Department laid on an induction as well. Initially, I found it difficult to integrate in the department. There was no real induction process and I still have not met or spoken with many members of staff in the department. 13

14 10. Probation The Code of Practice for the Employment for research staff emphasises the importance of the probationary period as a time where clear objectives and goals are set and sets out the formal procedure of mid and end of probation reviews. 53.3% of respondents have served a probationary period at the University of Bath in the past 2 years (Figure 7). This is the same as at the other 94 group Universities [53.4%]. However, only 34.5% of those have actively monitored their progress towards any probationary requirements (Figure 8). This is distinctly less than in other 94 Group Universities were 51.5% have done so. Have you served a probationary period over the past 2 years (N=90) 47% yes 53% no Figure 7: Respondents that have served a probationary period in the last 2 years or since taking up their position if that is more recent (Question 19). 14

15 Have you monitored your progress towards any probationary requirements? (N=55) yes no % Bath 94 group Figure 8: Respondents in probation in the past 2 years who have (not) monitored their progress towards any probationary requirements (Question 19) Only 58% found the information they received about their probationary requirements useful (Figure 5) and 18.2 % stated that they weren t offered any information. 11. Staff Development Performance Review (SDPR) The University of Baths SDPR guidelines state that all staff are expected to take part in the SDPR scheme annually. Employees should undertake their first SDPR no more than 6 months after the end of their probation period, referring to the objectives set during their end of probation review. Results from CROS suggest that this policy is not always followed when it comes to research staff. Baths result on research staff having taken part in an appraisal is significantly lower than its competitors. 40% of respondents had an SDPR in the past 2 years (Figure 9). That is the same (41%) as in However, it is about 12% less than at other 94 group Universities [52.2%]. 15

16 Have you had an SDPR in the past 2 years? (N=90) yes no % Bath 94 group Figure 9: respondents that have participated in an appraisal in the past 2 years (Question21) The result also suggests that significantly fewer research staff than other staff at Bath have an SDPR as the general staff survey shows that 77% of respondents who had been employed by the University for over a year said they have had an individual SDPR/appraisal in the last 12 months ( staff survey 2011: 16

17 Have you had an SDPR in the past 2 years? 40% yes no 60% Figure 10: Respondents who had an SDPR in the past 2 years (Question 20) Not all responses from those that didn t have and SDPR were of concern. 29.6% of those that didn t have any SDPR were still on probation or had only been recently appointed (Figure 11). However, 49% stated that they had not been invited to take part in an SDPR. That means that 28.2% of all research staff responding to CROS have not been invited to take part in an SDPR. In comparison 19.6% of all eligible research staff at other 94 group Universities hadn t been invited to do an SDPR. 11% said they hadn t arranged an SDPR. 17

18 Reasons for not having SDPR (N=54) 4% 7% 7% 11% 22% probation recently appointed not invited not arranged not eligible other 49% Figure 11: Reasons stated for non-participation in the SDPR process (Question 20a). % of RS finding the SDPR useful/very useful (N=67-68) 60 UoB 94 group overall Identifying strength and achievements Leading to training and development opportunities leading to changes in work practices highlighting issues helping focus on career aspirations reviewing personal progress Figure 12: Usefulness of the SDPR overall and particular aspects (Question 21) 18

19 33.8% [45.2%] of research staff that had taken part in a SDPR found it useful overall (Figure 12, Table 5). This was very low in comparison to the general staff survey, in which 65% of those that had an appraisal found it useful overall. It was also significantly less than research staff at 94 group Universities. The two areas it was a perceived as most useful for were helping focus on career aspirations and reviewing personal progress. As in 2009 it was perceived as least useful for leading to changes in work practice. overall Identifying strength and achievements Leading to training and development opportunities leading to changes in work practices highlighting issues helping focus on career aspirations reviewing personal progress % of RS finding it useful/very useful [45.2] [47.7] 39 [52] 32.9 [39.2] % of RS finding it useful/very useful [38] 16.1 [25.3] 19 [20] 36.8 [47.8] 36 [49] 39.8 [40.6] 30 [40] 44.2 [49.7] 41 [56] Table 5: SDPR is useful/very useful for (Question 21) 12. Equality and Diversity Some of the questions of CROS aim to see to which degree researchers feel they are integrated within their research, departmental and institutional communities. In addition, CROS looks at whether they feel staff in general and they in particular are treated fairly and equally. At the University of Bath, like at other 94 group Universities, 86.7% of respondents believed that their institution is committed to Equality & Diversity (Figure 13). In the general staff survey 82 % agreed/tended to agree that the University of Bath is committed to Equality and Diversity. 79.3% agree/strongly agreed that they are satisfied with their work-life balance compared to 74.2% in This was higher than at other 94 group Universities where 74.9% were satisfied with their work-life balance. 19

20 I believe my institution is commited to Equality & Diversity (N=90) 7% 7% agree strongly/ agree disagree/ disagree strongly don't know 86% Figure 13: Respondents opinion on the University of Bath s commitment to Equality and Diversity (Question 34) Around 70% of researchers felt integrated into their department and into their wider disciplinary research community (Figure 14). With 55.7% fewer respondents stated that they felt integrated into the institutions research community. All three areas have improved in comparison to the CROS results in However, with just under 60% of respondents fewer researchers than in 2009, when it was 65%, felt that the research culture of the institution stimulates their work. This seemed to be a UK wide trend though as the percentage of respondents who felt stimulated by their institutions research culture has gone down even more, from 74% in 2009 to 61.9% in 2011, in the comparator 94 group Universities. 20

21 Perceived levels of integration within research communities (N=88-89) % integrated into department's community integrated into institution's community integrated into disciplinary community stimulated by culture at institution Figure 14: Respondents perceived levels of integration within the different research communities (Question 16). Fair treatment of staff (N=90-91) agree strongly/agree disagree/disagree strongly don't know participation in decision making access to training and development day to day treatment at work reward career progression/promotion recruitment and selection Figure 15: Opinion of fair treatment of staff overall regardless of ethnic background, gender, religion, sexual orientation, disability or age (Question 35) % 21

22 Fair treatment of staff II (N=89-91) agree strongly/ agree disagree/ disagree strongly don't know religion/belief sexual orientation pregnany and maternity nationality gender identity gender disability ethnicity age Figure 16: Fair treatment of staff irrespective of (Question 36) When asked if they felt staff was fairly treated (Figure 16) irrespective of religion, sexual orientation, pregnancy and maternity, nationality, gender identity, gender, disability, ethnicity and age the three areas were most staff felt not fairly treated were age (13.2%), pregnancy and maternity (12.1%) and gender (11%). No one disagreed with the fact that staff were treated fairly irrespective of their religion/belief. % 22

23 Agreement that treated fairly in comparison to other staff groups Bath 94 group opportunities to attend conferences/ meetings access to training and development opportunities visibility on websites and staff directories opportunities to participate in decision making processes requests for flexible working opportunities for promotion and progression terms and conditions of employment Figure 17: Respondents that agreed/ agreed strongly that they were treated fairly by the institution in comparison to other staff types (Question 14) Respondents were asked if they felt treated fairly in comparison to other staff groups (Figure 17) in a variety of areas. It was not asked whether they felt it was important if they had the same opportunities or wanted/should have those opportunities. Around 80% agreed /agreed strongly that they had the same opportunities to go to conferences and attend training events than other staff groups. 66.3% [79%] agreed/agreed strongly that their visibility of staff websites was the same as other staff groups. Perhaps not surprisingly only 30.3% [39%] agreed/strongly agreed that they had the same opportunities for promotion and progression as other staff groups. In all areas questioned, except opportunities to participate in decision making processes, less Bath than 94 group respondents agreed/agreed strongly that they were treated fairly in comparison to other staff groups. Free text comments highlighted some of the areas research staff didn t feel treated fairly in: Overall University is pretty fair. 23

24 I have seen someone discriminated against on the grounds of illness, disability and maternity. I think more attention needs to be paid to how to ensure that young female researchers can progress alongside their male colleagues, whilst at the age where they may consider getting pregnant Sometimes it is good to feel that you belong to a group and you are offered the same opportunities as everybody else. We are a individual learners working in a joint environment, but not a learning community. I am not an native speaker and sometimes I feel that some people in the department so not show enthusiasm to understand me and help me integrate in their groups Have you ever felt that you have been discriminated against in your post? (N=88) 9% yes no 91% Figure 18: Staff reporting that they have been discriminated against in their post (Question 37) 9% of staff have felt discriminated against in their current post (Figure 18). This is slightly more than at other 94 group Universities where 7.4% felt discriminated against. In the free text section some respondents reported their experiences: I felt discriminated against by not being consulted about the work I have to do double standards based on ethnicity 24

25 When I was hired to the same position as a male colleague at the same time (both of us attended same interview panel, are same age, same years of experience) and he was then given a salary three points ahead of mine on the pay scale. When I asked HR about it I was told that this often happens to women as quote ' they don't negotiate as hard during the interview process' 13. Professional Development and Training In SET for success Sir Gareth Roberts recommends at least two weeks per year of appropriate training opportunities for research staff. The number of days spent in professional development is shown in Figure % reported that they had spent no time on professional development activities. This is more than double than in 2009 where 10.8% had spent no time on continuing professional development (CPD). 13.3% reported to have spent over 10 days. The largest groups of respondents, 27.8%, reported to have spent 1-2 days on professional development. Some of the differences in answer between 2009 and 2011 might result from a difference in the question. While in 2009 the question included a list of possible CPD activities, the question in 2011 didn t explain what was considered a CPD activity. It is possible that in 2011 CPD has been interpreted as training/workshops only, thus resulting in a drop of respondents. Number of CPD days/year (N=92) % to 2 3 to 5 6 to 10 >10 days Figure 19: Number of days spent on CPD activities in the past year (Question 22). When asked if they feel encouraged to engage in personal and career development 74.7% of respondents agreed/ agreed strongly. This has increased significantly from 2009 where only 59.4% felt encouraged to engage in personal and career development. With 73.6% distinctly fewer of 25

26 respondents than in 2009, where it was 82.1%, have reflected on their development needs. The area in which training by most respondents had been undertaken was research skills and techniques (37.5%) (Figure 20). This was followed by career management (25%) and other generic and personal skills training (8 23.3%). Areas of training (N= 86-88) training undertaken interest in undertaking % research skills & techniques ethics & research governance personal effectiveness communication skills teamworking career management KT and outreach teaching leadership & management Figure 20: Areas researchers have or would like to undertake training in (Question 22) Over half of respondents indicated that they would like to undertake training in knowledge transfer and outreach (54%), leadership & management (52.9%), career management (52.3%) and teaching (50.6%). A large group of respondents was also interested in taking training in personal effectiveness (48.3) and communication skills (40.7%). The usefulness of the training experience varies. Usefulness of training in research skills is perceived as high as is training in KT and outreach. Training opportunities in teaching and ethics and governance are perceived as least useful. When asked who they would consult or have consulted about their immediate training and development needs (Question 25) most respondents list their PI/line manger (65.2%). Advice has also been sought from colleagues (56.5%), the careers advisor (30.4%), partners/family/friends (27.1%) and the staff developer (25%) and in lower proportion from various other sources. Researchers where then invited to list areas in which they would like to receive training. Most of the topics mentioned are covered through the various training courses offered at the University e.g. Media training, PhD supervision, writing for publication. Researchers also expressed interest in workshops on grant writing as well as some in research methods. 26

27 14. Career planning and aspirations of researchers Researchers were also asked who they had consulted, or would consult, about their longer-term career planning (Figure 21). Who would you consult about your long term career planning? Bath 94 Group Partner/family/friends Online social network Recruitment agency Funding body Professional body Colleagues Mentor Appraiser PI/Line Manager HR Specialist Staff Developer Careers Adviser Figure 21: Who have you, or would you, consult about your longer-term career planning? (Question 27) There were a few differences between the populations, notably that Bath researchers were much more likely to consult a Careers Adviser than the rest of the 94 group (42% vs 29%). As they are just as likely to consult their PI or colleagues as their counterparts at 94 group universities, this is possibly a reflection that many of them know they can consult a Careers Adviser specialising in advising researchers not many universities offer this to their staff (although many do for PhD students). When asked about the area of work they aspired to be in in 5 years time, the most common response was in Higher Education, in a role combining research and teaching. A quarter of respondents aspired to a research career outside HE. Responses to these questions were almost identical between Bath and the 94 group of universities. The biggest differences came when those researchers who saw themselves in other careers in 5 years time were asked to give more details. Many less (50% vs 71%) were considering self-employment or freelance consulting, but more were interested in other careers (81% vs 72%). This suggests a raised awareness of the range of careers available outside academia and research, 27

28 although some awareness-raising about the possibilities for researchers in entrepreneurial careers could be useful. Researchers were also asked about the information, advice and guidance they would find particularly helpful to assist their career decision-making and progression. The most popular choice was information about academic careers higher than in the other 94 group universities (60% vs 52%). As a similar proportion of both categories of researcher were interested in academic careers, this is an interesting difference. It could be that they are more aware that information, advice and guidance can help researchers progress their careers but could equally be that they don t feel they have enough information compared to researchers at other universities. 15. Experience of researchers Activities that researchers take part in next to their research or as part of their research play an important part in their career and personal development and in preparing them for a possible future career in Academia. CROS 2011 looked at the experiences researchers have and would like to have as part of their current role. An important area of research activity is collaboration with others (Figure 22). 69.7% [60.9%] of respondents stated that they collaborated with colleagues from outside the UK as part of their current role, 55.6% [51.55%] worked as part of a cross disciplinary team, 54.4% [38.4%] collaborated with industry and 9.1% [4.6%] had undertaken a placement in another sector. Experiences as part of current role I (N= 86-90) have done this would like to do this % collaborate with colleagues outside the UK collaborate with industry undertake placement in other sector undertake secondment to another institution work as part of crossdisciplinary team Figure 22: Experiences research staff have or would like to have as part of their current role (Question 29) 28

29 In terms of management experience (Figure 23), nearly 60% [50.4%] stated that they had planned and managed a project and over 40% [36%] had managed a budget. 34.8% and 28.4% respectively would like to have an opportunity to manage a project or a budget. However, only 8% [7.5%] stated that they had developed management experience/expertise, with 38.6% interesting in doing so. Around 32% [20.5%] had participated in departmental decision making processes, about 37% would like to do so and around 30% had no interest to do so. While significantly less (8%) had taken part in an institutional decision making process a much larger proportion (around 60%) had no interest in it. Management experience as part of current role (N= 88-89) have done this would like to do this % manage a budget participate in department decisions participate in institutional decisions plan and manage a project Figure 23: Management experiences research staff had or would like to have as part of their current role (Question 30) Over 80% of respondents had presented their work at a conference as part of their current role (Figure 24). Most of those who hadn t stated, that they would like to develop their communication skills this way. 36.8% [38.8%] had engaged in public engagement activities with 40.2% being interested in taking part in such activities. 52.8% [54.4%] have undertaken demonstrating, teaching or lecturing and about 25.8% [29.6%] would like to engage with this academic activity. 29

30 Experiences as part of current role II (N= 87-89) have done this would like to do this % demonstrating/ teaching/ lecturing presenting at a conference public engagement engaging in coaching/mentoring Figure 24: Experiences research staff had or would like to have as part of their current role (Question 32) 86.7% [81.3%] of respondents stated that they had written up their research for publication (Figure 25). 45.5% [49%] had written a grant proposal with the same number being interested in doing so. 27.3% [21.4%] of respondents had applied for a fellowship. Over 50% of respondents stated that they would like to apply for a fellowship. Experiences as part of current role III (N=85-90) have done this would like to do this % apply for a fellowship develop specialist research skills and methods explain work to people outside your field Knowledge transfer supervise a doctoral or masters student write a grant/funding proposal write up research for publication Figure 25: Experiences research staff have or would like to have as part of their current role (Question 31) 30

31 73.3% [74.8%] of respondents are satisfied with their work-life balance (Figure 26). In the general staff survey 68% of all respondents agreed or tended to agree that they felt they had a good work-life balance. 32% disagreed/tended to disagree with that statement. I am satisfied with my work-life balance (N=90) agree strongly/ agree disagree/ disagree strongly 27% 73% Figure 26: Satisfaction with work-life balance (Question 34) 16. Institution specific questions CROS 2011 offered the opportunity to include some institution specific questions. The focus of these was on research environment and development. We asked researchers what low cost idea would help them in their research. Reoccurring themes were communal space to network in or more networking opportunities, information about equipment in other departments and possibilities of sharing the equipment and the wish for fewer administrative processes/paperwork. Other suggestions included blue chip innovation days, a small fund to support conference/workshop attendance and different kind and a variety of research skill specific workshops. When asked if they were aware that RCUK recommends that researchers spend up to 10 days each year developing their non-research (ie transferable) skills 63.7% stated that they were not aware of this. We asked researchers what training/development opportunities they would like the University to provide. Suggestions varied from training on specific research skills to more on impact, the REF, career workshops, English and 31

32 foreign language courses to leadership and management courses as well as support for funding applications. Quite a few of the workshops/training suggestions are offered by the University already. Many respondents commented that they thought that the University already provided a comprehensive workshop programme for them. Respondents were asked for examples of good practice in supporting researchers. Responses were mixed with some stating that they didn t know any examples. There were some reoccurring themes in the responses: Some examples of support by central departments highlighted as good practice: the press office gave me a lot of support as part of my previous research project The central support staff are very helpful. IT support is always efficient and library support services are excellent at Bath. Jeanette and Ghislaine do a great job...i really feel as if they are looking out for the work and well-being of researchers on campus through their regular correspondence. Some examples of support by Academic departments: Great support from my line manager, with a positive attitude and encouragement for my work. Light touch mentoring at the department level - lots of advice available and help from colleagues. I have recently been asked to represent researchers on our Departmental research committee. A group of us (PhD's and young postdocs) run 'hotgroups' every second Friday - we have a wiki page with a rough agenda and anyone can nominate a slot to discuss a particular issue 32

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