Principle Proposal Benefit Action Target How to measure? Recruitment and Selection. Quicker turn around and easier access to process by stakeholders.

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1 Recruitment and Selection 1 September Recognition of the importance of recruiting, selecting and retaining researchers with the highest potential to achieve excellence in research. To review and improve fixed term contract process, utilising e- enablement where appropriate. Quicker turn around and easier access to process by stakeholders. Following a business process review, a number of interim process improvements have been identified. A more in-depth review of the redundancy, redeployment & reorganisations processes. August Revised and more efficient process map. Feedback from customers (include Cubane Benchmarking Service Efficiency Review). To develop maximise ability attract top international talent. Increased attract top talent in research. Research Excellence Academy and Research Investment Fund investment in post-docs and fellowships. Faculty Deans of Increase in post-doc positions in HaSS and at least four new Fellows in each School in SAgE by For FMS 67% of NURFs successful in securing intermediate level fellowships or successfully achieving the Number of post-doc positions in HaSS, in FMS success determined through reports of annual assessment process (in advance of promotions round) and fellowships in FMS/SAgE. 1

2 scheme s benchmarks. Recognition and Value 2 2 Researchers are recognised and valued by their employing organisation as an essential part of their organisation's human resources and a key component of their overall strategy to develop and deliver world-class research. To gain a better understanding of ECRS careers and trajectories. Review and update promotions criteria for research staff to ensure transparency and understanding for applicants and panel members. Review and consolidate information relating to fixed term contracts and bridging/extension /redeployment. To allow ECR to navigate develop academic careers. Staff and panels aware of process enabling greater transparency and engagement with the process and greater consistency of outcomes. Greater awareness of procedures and responsibilities relating to research staff approaching the end of a fixed term contract. Review current understanding and explore trajectories and report findings to URC. - Research Staff Support HR to look at process and make recommendations. HR to look at where information is located and who receives it and make recommendations. Report to URC December April HR to review by December Outcome of review. Maintain staff numbers on research and innovation contracts at 31/01/17 level. i.e. 64 Clinical Research Associates and 1,053 Non-clinical Researchers, totalling 1,117. Feedback from researcher reps. Maintain number of staff gaining promotion: 17 in 2014, 18 in 2015, and 20 in 2016.

3 Feedback from researcher reps. Support and Career 3 Researchers are equipped and supported to be adaptable and flexible in an increasingly diverse, mobile, global research environment. Review mentoring to enable recommendations for a centrally managed scalable scheme to be developed for Newcastle University. Following recommendations of the review relaunch promote and manage academic and researcher mentoring schemes to support career. of local (Institute based) initiatives in FMS. Staff involved with peer support and leadership through mentoring gives benefits to both mentors and mentees. This provides a clear support mechanism for ECRS from their first post-doctoral position onwards. As it is local it is easily accessible by the individuals it is Mentoring review to take place in 2016, following this recommendations to Staff Committee and relaunch of academic and researcher schemes. Purpose of different schemes clearly defined. Feedback and review of schemes 2017/18. FMS ECRS working group to identify, encourage and support the of local support mechanisms across the Faculty. Scheme reviewed and recommendations implemented by April Number engaged in mentoring by Dec 2017 as baseline. For FMS: 100% fellows appointed career mentors. Increase in number of local initiatives (baseline to be confirmed). Numbers engaging, feedback from schemes. Evidence of take up in FMS from PDR. Numbers engaged with initiatives (baseline to be determined by Oct 2017), qualitative feedback. 3

4 4 Scoping of differentiated roles in FMS within the Research Associate family with a view to ensuring appropriate support and career is provided. aimed at and also sensitive to the local discipline areas. Allow research staff to explore potential routes within the research environment and develop skills and experience required to be successful in these roles. For example: research team support and management of PGRs/post-docs externally recognised skills and expertise within a particular discipline/field experience of developing, delivering and disseminating research projects and academic teaching/ supervision Review existing roles and responsibilities and make recommendations. This would include investigating CPD opportunities for experienced research staff. Review completed by June Clearly defined career pathways for post docs within FMS that are accessible with clear support mechanisms in place.

5 Further develop Researcher Portal on web pages, working towards a one stop place for PIs and research staff. Information relevant to researchers available in one place. RES review and develop information relating to researchers, including links to appropriate HR information. Survey of RAs to monitor use of portal. Research Enterprise Services March New web portal available. Review and consolidate information relating to activity information on SDU researcher webpage and link to RES researcher portal. Clarity of provision enable greater engagement and input from faculties when nominating staff or conducting PDRs map stage of researcher career and complete gap analysis. Redevelop Newcastle Researcher framework with updated priorities. August Materials revised Numbers engaging and feedback. 5

6 6 4 The importance of researchers' personal and career, and lifelong learning, is clearly recognised and To review measures to embed Teaching and Learning experience and qualifications for ECRS to support career and ensure high quality teaching. Explore mechanisms to enable researchers to have more interactions with research users. For ECRS: and pilot of "Fellowship ready in Five". Research staff developing teaching skills. Allow research staff to understand wider benefits of engaging with research users e.g. patient groups, policy. Provide ECRS with the enable them to develop transferable skills that enhance their As part of the review of career trajectories: Ensure consistency and inclusion of standards in person specs/role profile/career pathway. Publicise funding through ESRC, BBSRC Impact Accelerator Accounts and equivalent to ECRS. Promote engagement/impact activities for ECRS. Working initially in SAgE faculty. Faculty Lead Prof Werner Hofer. Scope and develop programme. Review and recommendations to URC December RAs involved in Impact Acceleration awards by For FMS: Increase in uptake of engagement training and opportunities through the research matters series. Baseline measurement in year 1. Launch 2017/18 pilot. Review and recommendations to URC by December Attendance at capacity building events etc. Number of staff benefiting from schemes. Short term satisfaction score long term increased numbers of ECRS applying for and being successful in

7 promoted at all stages of their career. readiness for successful fellowship applications. applying for fellowships. Review engagement with and participation in the Policy Academy. New skill sets developed, greater inter-departmental interaction, greater external engagement. To promote access to, and participation in, events being undertaken by the Policy Academy. Baseline numbers in year 1 available December Number participating in events and activities. Review our mechanisms for communicating and consulting with research staff to ensure our employment and policies and practices are informed appropriately by feedback from staff. Feedback from PIs and Research staff allows us to benchmark successes and determine areas for further. Actively encourage research staff and PIs to engage with staff surveys including CROS/PIRLS by developing a communications plan with support from PVC Research and Research Deans. Review results of staff surveys such as CROS, PIRLS, EOS to identify causes for concern and where 30% response rate to CROS and PIRLS. Develop action plan from Engagement survey (available Evidence of increase numbers responding to surveys (target from 16%/18.8% to 30%). Evidence collected from surveys and focus groups and recommendations made to University committees. 7

8 appropriate hold focus groups with research staff to identify areas for improvement. Develop faculty action plans to address and improve on faculty specific issues raised from staff surveys. from Jan 2017 and CROS/PIRLS results. For each Faculty by December Build on our contacts within ECR networks to better understand the needs of research staff. Develop routes to communicate with RIs about support available for ECR. Continue to consult with UCU. Continue to identify relevant improvements to our consultation and communication At least 2 focus groups per Faculty following results. Increase on hits on new web pages (baseline in year 1). 8

9 strategies and develop appropriate feedback mechanisms. Review effectiveness of Career pathways scheme (CPS) with exit data. Review and further develop University fellowship schemes. Review the evidence the effectiveness of the CPS and make recommendations to Staff Committee to agree any changes. Opportunity for research staff to apply and achieve fellowship status with potential to secure an academic post. Review exit data form and usage. Explore how this can be promoted and evidence collected. - Research Staff Support Review outcomes from FMS NURF scheme and SAgE fellowship scheme and equivalent. August Report to URC by July 2017 on reviews of FMS and SAgE fellowship schemes Number of interviews we receive from research staff (Longitudinal data: 30% return on survey and 10 interviews). Numbers of research staff engaging (for SAgE at least 30 engaging with process, for example: Fellowship February (2017) for FMS 25, for HaSS 10). Number of successful 9

10 conversions target for FMS 67%. Ensure mentors are skilled and enabled to lead and mentor research staff. Include HaSS in Career Pathways framework incorporating information and opportunities from REA. Research staff benefit from access to appropriately skilled mentors. Researchers understand and develop skills to get the most from mentoring opportunities. Equity of opportunity across University. Promote leadership and mentoring in programmes for senior academics. Opportunities for mentor/mentee skills training online/video. Investigate include HaSS ECRS in scheme. August HaSS induction event May Qualitative feedback from researchers and mentors. 10

11 Researchers' Responsibilities 5 Individual researchers share the responsibility for and need to proactively engage in their own personal and career, and lifelong learning. Investigate ways to support and encourage researchers to actively plan their. Research staff able to map their needs against recognised framework. Researchers clearly see how supports behavioural competencies and how to develop skills across their career path. Map academic framework and scope ways to measure and record. - Research Staff Support Mapping completed by March Outputs of scoping tested with researchers feedback. Diversity and Equality 6 Diversity and equality must be promoted in all aspects of the recruitment and career management of researchers. Review and update information on make sure information is readily available about the opportunities on offer and how to access them. Staff aware of opportunities relevant to them. Ensure that potential participants are aware of opportunity and how to access and also those with responsibility to nominate are aware of staff who may benefit. December Updates with heads of academic unit/deans/web presence/research staff meetings etc. 11

12 Encourage and support all academic units to apply for the Athena Swan Departmental awards. Encourages inclusive working practices of benefit to all staff. December Number of schools with award. Numbers of research staff on committees. Ensure ECRS are represented on diversity committees. Link up with Athena Swan actions (e.g. all HaSS schools to apply for bronze award by 2018). Implementation and Review 7 The sector and all stakeholders will undertake regular and collective review of their progress in strengthening the attractiveness and sustainability of research careers in the UK. Investigate and implement ways to update stakeholders on progress. Actively engage with research staff on progress against the new plan. Encourage engagement with agenda and collect feedback for future s. Investigate using URC as main reporting channel, including the formation of a subcommittee of URC to act as a steering group. Regular updates with working groups. Subcommittee of URC created December Faculty Reps appointed by February 2017 as members of URC subcommittee for Developing Excellent Researchers. Agreement of formal reporting structure and agendas from meetings. Researcher forums, UCU, researcher mail-base. 12

13 Targets will vary between Faculties due to disciplinary differences and the differing number of researchers Glossary of terms: CPD: Continuing Professional CPS: Career pathways Scheme CROS: Careers in Research Online Survey e-enablement: of employee and manager self-service which covers a range of processes that enable staff and managers to take ownership and control of key aspects of HR data held on the staff record EOS: Employee Opinion Survey ECRS Early Career Research Staff FMS: Faculty of Medical Sciences HaSS: Faculty of Humanities and Social Sciences HR: Human Resources OD: PDR: Performance and Review PG: Postgraduate PI: Principal Investigator PIRLS: Principal Investigator and Research Leaders Survey PVC: Pro-Vice-Chancellor RES: Research Enterprise Services SAgE: Faculty of Science, Agriculture and Engineering UCU: University and College Union UG: Undergraduate 13