Researcher Development.

Transcription

1 18 Researcher Development

2 2 Welcome to the University of Aberdeen. Here at Aberdeen we understand that our success as a research intensive institution relies on the excellent researchers we employ. We are therefore committed to encouraging and supporting your personal, professional and career development as a valued member of our community. We aim to equip you with the skills necessary not only to conduct excellent research which addresses global challenges, but also to excel as leaders in your chosen field. At the heart of these aims is the Researcher Development Unit. Specifically designed to meet the needs of our researcher community, the unit provides a comprehensive university-wide programme of development opportunities designed to continue your personal, professional and career management skills development. Researcher Development activities are delivered through the Researcher Development Team. These training programmes and courses are designed for all our postgraduate researchers and/or research staff. We recognise all career paths and aim to help you enhance your skills and competencies for current and future roles both within academia and in other sectors. As a new member of our vibrant research community, you are strongly encouraged to contact the Researcher Development team to discuss the training and opportunities which are available to you. Here at Aberdeen we firmly believe that success comes from considering your career path as early as possible. This handbook details all the information you need to know about the support and opportunities ready for you to take advantage of during your time at Aberdeen, and to ensure that you make a positive start. Finally, and most importantly, I wish you every success here at the University of Aberdeen and hope that you enjoy your time with us. Professor Claire Wallace Vice Principal for Research and Knowledge Exchange

3 About the Team 3 Dr Lucy Leiper, Researcher Development Adviser Lucy leads the Researcher Development Unit (RDU) at the University of Aberdeen. Working closely with Vice Principals and colleagues across each of the Colleges and Administrative Services, Lucy is responsible for ensuring that training provision complements internal strategies, and is aligned to research council expectations and the national agenda championed by Vitae. Lucy took up her post as Research Development Adviser in January Prior to this she worked as a post doctoral researcher in Developmental Biology with in the School of Medical Sciences at Aberdeen. She completed both her undergraduate degree in Biochemistry and her PhD in Molecular Endocrinology at the University where she then embarked on her first of 3 post doctoral positions. l.leiper@abdn.ac.uk Alexandra Walker, Researcher Development Co-ordinator Alex joined the Researcher Development Unit in 2012 to co-ordinate the programme of activities, workshops and events for our research community. Alex has a range of responsibilities including information and financial system monitoring, handling enquiries, web design, social media and marketing. Alex brings a wealth of experience to the role from both her previous position at Aberdeen City Council and her Degree in Fine Arts from Robert Gordon University. a.walker@abdn.ac.uk

4 4 Researcher Development The Researcher Development Unit (RDU) is managed and coordinated by a small team based within the University Administration. The RDU has responsibility for providing and co-ordinating training and development opportunities for postgraduate researchers and research staff. The Research Councils and other funding bodies understand the importance of transferrable or generic skills and expect that all researchers should be able to access appropriate training and the opportunities provided through the RDU are designed to meet those requirements. Aberdeen is committed to retaining and improving its status as a world class research based higher education institution and as such aims to develop a full range of skills for research students and research staff in order to produce well qualified, employable and experienced researchers. It is important to discuss with your supervisor or PI/line manager the training needs you have and how these activities can help you develop your skills further. All training and development is unique to the individual involved and we strongly recommend that at the beginning of each year you discuss your development needs with your supervisor (for postgraduate researchers) or Principal Investigator (PI) or line manager (for research staff). For research staff, this discussion should be part of your annual appraisal. For help in identifying skills and appropriate development activities, please see the sections on Training and Development and the Researcher Development Framework. Once you have a better idea of your development needs, you can then select appropriate training courses which address the skills you want to improve. We have also included details of other training and development activities offered elsewhere across the University for example, IT and teaching related activities offered by the Training and Documentation team and the Centre for Learning and Teaching.

5 Registering for Training 5 All the courses listed in this booklet are free to postgraduate researchers and/or research staff registered or employed by the University of Aberdeen. More information and details of training can be found on the Researcher Development Unit website Before You Book > Carefully read the course description and check that it is appropriate for your needs and the stage of your research. > Check that you have no other commitments that would prevent you from attending the whole of the course. Some courses take place over several days and you will be expected to attend on all days. > Contact the Researcher Development Unit; rdu@abdn.ac.uk if you: have any questions about the content or process of the course are not sure whether the course would be appropriate for your needs. How to Book The majority of courses in the researcher development programme can be booked through the University s Training Course Booking System: You will need your University username and password to log in, where you will be able to register for courses and view your training record. > If there are places available: the system will send you an confirming your place. > If the course is already fully booked: you will be placed on a waiting list and if a place becomes available, you will be informed by . > A reminder will usually be sent out a few days before a course is due to take place. > Please the Researcher Development Unit (rdu@abdn.ac.uk) if you are having problems registering for courses. Cancelling a Booking If your circumstances change and you cannot attend, please cancel your place via the booking system as soon as possible and in any case not less than 24 hours before the course. If you are prevented from attending at the last minute (less than 24 hours): please contact the Researcher Development Unit, rdu@abdn.ac.uk, as soon as possible. Attendance Many of our courses are overbooked and it is very frustrating to the organisers and to other researchers on a waiting list to find that some do not attend when booked. Please, also remember that when you book you are making a commitment to attend the whole course. > An attendance register is taken at all courses and this is used to update your training record. > Non-attendance (unless you have cancelled your place) will be recorded and this information will be available to your supervisor or line manager and your Head of School. > If you attend only a part of the course, without prior arrangement with the facilitator, you will be recorded as having not attended. > Those who persistently book and do not attend may be prevented from attending future courses in the Researcher Development Programme by your supervisor or PI.

6 6 Training and Development Where to begin As a researcher, you are responsible for your own skills development. Personal Development Planning aims to improve your understanding of what and how you are learning, and to review, plan and take responsibility for your own development. It relates to your development as a whole person and helps you to: > become a more effective, independent and confident self-directed learner > understand how you are learning and how it fits in the wider context > improve your general skills for research and your career management > identify personal goals and manage your progress towards them > consider the value of ongoing learning throughout life. Your development should be a continuous, life-long, process of self-appraisal, review and planning of personal, career and professional development. IDENTIFY Self assess through training needs analysis EVALUATE Reflect on outcomes, achievents and progress PLAN Develop an action plan IMPLEMENT Practical development of skills We strongly encourage you to keep and develop a personal development plan whilst you are at the University. Throughout your research reviewing and planning your learning and skills development enables you to build a portfolio which you can reflect on and use as a source of reference. Every researcher is different and you will have different development needs and personal goals as your research career progresses. We encourage all researchers to undertake a Training Needs Analysis (TNA) of skills and development needs. Together with your supervisor or line manager, you should discuss your progress to date and plan your development activities for the next few months or year. For postdoctoral researchers this should be carried out through your annual appraisal within your College. It is your responsibility to take ownership of your development, it is your supervisors /PIs responsibility to support you and help you develop as a researcher. Give the discussion a priority Make some time and space for this discussion. Don t make it the last thing on a list of things to talk to your supervisor or line manager about. Be clear about what you can do at the moment What do you know you can do? What do you know you need to work on? What do you think you should be able to do by the end of this year?

7 7 Be strategic about your career What is your career aim? What do you need to achieve that? How close are you now? What specific steps do you need to take in order to close the gap between where you are and your goal? Agree what needs to be learnt and how to learn it There are many ways of learning, not just through training courses. Establish what you need to learn first. Then discuss with your supervisor or line manager (and others) the best way to learn what you need to know, e.g. from your peers, from a training course, a conference, or your own self-directed learning. Listen to what your supervisor or PI has to say about things you can learn from others and things you need to learn from experience. What can you learn directly from your supervisor(s) or PI? Ask questions to learn more. An example skills audit template can be found at the Researcher Development website (

8 8 Recording your Personal and Professional Development As you undertake and complete the training or development activities you identified, however you have learned them, you should keep records as evidence of the skills you are learning. For example you may have: > Attended a workshop through your graduate school, college or the Researcher Development Unit. > Learning from your peers, supervisor, PI > Attended an event external to the University eg Vitae > Seminars, symposiums and conferences run by your School, the University or externally > Outreach or public engagement activities > Demonstrator or teaching duties Also think about how you will record evidence of your learning. Evidence can take a range of forms such as the completion of reports or publications, feedback from peers or experts or research participants after a seminar, or a team activity. Recording these activities helps you to look back over what you have learned and achieved. It also provides a useful source of information for your CV and employers are always keen to see that you have engaged in continuous professional development and that you are willing to acquire new skills to meet the demands of your role. You should also record how you have transferred your leaning back into the workplace or into everyday life. This will help you to reflect on your learning and to identify if there is room for improvement. You should keep a record of your development and create an action plan for your future development. A suggested template for a training plan and record can be found at at Use the Researcher Development Framework (RDF) as a resource, as a starting point and a point of reference.

9 The Researcher Development Framework 9 Engagement and impact (D3) Professional conduct (C1) Communication and dissemination (D2) Research management (C2) Engagement, influence and impact The knowledge and skills to work with others and ensure the wider impact of research Domain D Domain C Working with others (D1) Research governance and organisation The knowledge of the standards, requirements and professionalism to do research Finance, funding and resources (C3) Knowledge base (A1) Knowledge and intellectual abilities The knowledge, intellectual abilities and techniques to do research Personal effectiveness The personal qualities and approach to be an effective researcher Professional and career development (B3) Cognitive abilities (A2) Domain A Domain B The Researcher Development Framework 1 (RDF), introduced in 2010, is a national framework Creativity (A3) Self-management (B2) Vitae, 2010 Careers Research and Advisory Centre (CRAC) Limited. (B1) Personal qualities developed by researchers, for researchers, which aims to help you understand the skills expected of effective and highly skilled researchers at all stages of your career. The RDF describes the knowledge, behaviours and personal qualities of successful researchers and encourages you to aspire to excellence through achieving higher levels of development. It is intended as a reference point for researchers to assist in planning, promoting and supporting your personal, professional and career development. The RDF is also used by the University when making decisions about their strategic approach to development of researchers and in planning the provision of support for your development. The RDF is organised into 4 broad domains, which encompass the knowledge, behaviours and attributes researchers need to know to do research, how to be effective in their approach to research, when working with others, and in contributing to the wider environment. Each domain is divided into 3 sub-domains, each of which are associated with descriptors which describe the characteristics or skills required by researchers. There are three to five phases for each descriptor which refer to different stages of development or performance as your research progresses. This gives you the opportunity to identify areas for improvement and what is required to reach the next level. 1

10 10 The Researcher Development Framework Below are the courses available in the Researcher Development Programme 2012/13 COURSE /WORKSHOP Basic Statistics Infographics Nvivo data analysis Literature Searching: Essential Skills for Success Literature Searching: Web of Knowledge & Scopus Literature Searching: Pick n mix databases Managing References: RefWorks (1) Managing References: RefWorks (2) Critical Appraisal of the Literature (Physical and Medical Sciences) Creativity in Research Intellectual Independence Transititions: Where to Now? Researcher Induction Finish up and Move on PhD Essentials Objective Setting and Action Planning Career Planning CVs and Cover Letters Interview Skills Time and Project Management Planning Your Professional Development Research Staff Induction Building Blocks for Funding Applications Managing Successful Research Projects CAPM Project Management Programme Ethics Training Building Effective Research Collaborations Leadership Programme TARGET AUDIENCE PGR PGR PGR PGR PGR PGR PGR PGR PGR PGR PGR RS RS RS RS DOMAIN A DOMAIN B DOMAIN C DOMAIN D A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

11 The Researcher Development Framework 11 COURSE /WORKSHOP Lunchtime Enterprise: Creating Creativity Enterprise: Making something happen Enterprise: Developing an idea Enterprise: the importance of money Enterprise: Networking Enterprise: How to get others interested in your idea Enterprise: Perfecting your pitch Managing your Supervisor Maximising your Impact at Conferences Presentation Skills (1) Presentation Skills (2) Presenting with Impact Presentation Skills (3) Impact and Engagement Introduction to Coaching and Mentoring Teaching and Facilitation Skills Presenting your Poster Why Communicate? Presentation Skills lecture Engaging Researchers Videocasting your Research Making an impact with social media Science Communication and STEM Ambassador Induction Talking with the Media Knowledge Exchange for Impact Leadership Styles Negotiating and Influencing Styles Dealing with Difficult Situations Researchers into Managers TARGET AUDIENCE PGR PGR PGR PGR RS RS RS RS DOMAIN A DOMAIN B DOMAIN C DOMAIN D A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

12 12 The Researcher Development Framework Domain A: Knowledge and Intellectual Abilities This domain relates to the knowledge and intellectual abilities needed to be able to carry out excellent research. Sub-Domain 1. Knowledge base > Subject knowledge > Research methods theoretical knowledge > Research methods practical application > Information seeking > Information literacy and management > Languages > Academic literacy and numeracy 2. Cognitive abilities > Analysing > Synthesising > Critical thinking > Evaluating > Problem solving 3. Creativity > Inquiring mind > Intellectual insight > Innovation > Argument construction > Intellectual risk Summary Knowledge of: > The area of research, the advances within it and its relationships with other research areas > The methods and experimental techniques appropriate for research design > Sources of information, bibliographic software and other information technologies > Literacy and numeracy skills and language abilities appropriate for research Behaviour: > Makes original contributions to knowledge > Identifies, applies and develops methods and experimental techniques appropriate for research projects > Conducts effective and comprehensive information searches > Records, manages and handles information/data using appropriate bibliographic software and other information technologies Behaviour: > Analyses and evaluates findings using appropriate methods > Thinks originally, independently and critically; develops theoretical concepts > Critically synthesises information from diverse sources > Evaluates progress, impact and outcomes of research > Recognises and validates problems; formulates and applies solutions to a range of research problems Attitude: > Willing to give and receive constructive criticism Behaviour: > Develops new ways of working; has novel ideas and realises their potential > Identifies new trends; creates new opportunities > Develops convincing and persuasive arguments to defend research > Takes intellectual risks; challenges the status quo Attitude: > Takes a creative, imaginative and inquiring approach to research > Is open to new sources of ideas

13 13 Domain B: Personal Effectiveness This domain contains the personal qualities, career and self-management skills required to take ownership for and engage in professional development. Sub-Domain 1. Personal qualities > Enthusiasm > Perseverance > Integrity > Self-confidence > Self-reflection > Responsibility 2. Self-management > Preparation and prioritisation > Commitment to research > Time management > Responsiveness to change > Work-life balance Summary Attitude: > Approaches research with enthusiasm, passion and confidence > Is resilient and perseveres in the face of obstacles > Is self-reflective; seeks ways to improve performance and strives for research excellence > Is pro-active, independent, self-reliant and takes responsibility for self and others > Shows integrity Behaviour: > Anticipates and responds to directions and trends in research > Plans, prioritises and conducts research in proactive way > Delivers research projects and results on time and effectively > Develops awareness of, and helps to achieve, work-life balance for self and colleagues Attitude: > Has a strategic approach to research > Has focus, commitment and ambition > Is flexible and responsive to change 3. Professional and career development > Career management > Continuing professional development > Responsiveness to opportunities > Networking > Reputation and esteem Knowledge of: > Career and employment opportunities inside and outside academia Behaviour: > Takes ownership of and manages professional development > Shows commitment to continuing professional development and enhancing employability > Maintains and develops relevant skills set and experience in preparation for a wide range of opportunities within and outside academia > Actively networks for professional and career purposes and seeks to enhance research reputation and esteem

14 14 Domain C: Research Governance and Organisation This domain relates to the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research. Sub-domain 1. Professional conduct > Health and safety > Ethics, principles and sustainability > Legal requirements > Respect and confidentiality > Attribution and co-authorship > Appropriate practice Summary Knowledge of: > Health and safety issues, confidentiality and ethical requirements of his/her research field > The legal requirements and regulations relating to the area of research and the research environment > The principles of intellectual property rights (IPR) and copyright issues, as they relate to research, its commercialisation and dissemination > Organisational and professional requirements and environmental impact of research > The concept of corporate social responsibility Behaviour: > Respects, acknowledges and attributes the contribution of others > Seeks to protect, where appropriate, the intellectual assets arising from research and to maximise the wider value of research findings > Acts with professional integrity in all aspects of research governance > Uses institutional/organisational resources responsibly and appropriately > Seeks ways of working in a sustainable manner Attitude: > Respects, upholds and meets professional standards and requirements 2. Research management > Research strategy > Project planning and delivery > Risk management 3. Finance, funding and resources > Income and funding generation > Financial management > Infrastructure and resources Knowledge of: > The contribution of research to the health of disciplines and institutional missions > Project management tools and techniques Behaviour: > Applies appropriate project management tools and techniques > Sets goals and plans and manages resources to deliver results > Effectively assesses and manages risks > Evaluates the effectiveness of research projects Knowledge of: > The requirement for research income generation and financial management > Mechanisms for funding, the range of funding sources and the processes for making applications > Local administrative systems, reporting procedures and infrastructure processes Behaviour: > Responsibly manages finances, resources and infrastructures related to research

15 15 Domain D: Engagement, Influence and Impact This domain relates to the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context. Sub-Domain 1. Working with others > Collegiality > Team working > People management > Supervision > Mentoring > Influence and leadership > Collaboration > Equality and diversity Summary Behaviour: > Actively works in an inclusive, respectful and constructive way with colleagues, stakeholders and research users > Recognises and acknowledges the contribution of others and own part in team > Builds relationships in academic and commercial contexts; approachable and interacts constructively with others; manages expectations and resolves conflict > Supervises, mentors and develops the potential of less experienced researchers and colleagues through support and advice > Leads, motivates and influences where appropriate; persuades through listening and convincing discussion > Builds and sustains collaborative relationships and works pro-actively to create and develop knowledge with a range of stakeholders, including researchers, funders and users of research Attitude: > Respects the inclusive and collegial manner in which researchers conduct relationships within and beyond academia > Recognises the potential for working in sustained partnerships with a range of stakeholders to generate new ideas, insights and maximise the potential for wider societal and economic impact > Respects individual difference and diversity 2. Communication and dissemination > Communication methods > Communication media > Publication Knowledge of: > Appropriate communication and dissemination mechanisms for different audiences > The importance of engaging in the processes of publication and dissemination of research results and impacts Behaviour: > Communicates effectively in both written and oral modes with a range of audiences formally and informally through a variety of different techniques and media > Actively engages in publication and dissemination of research results and impacts See over

16 16 Domain D: Engagement, Influence and Impact (Continued) This domain relates to the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context. Sub-Domain 3. Engagement and impact > Teaching > Public engagement > Enterprise > Policy > Society and culture > Global citizenship Summary Knowledge of: > Global, organisational, cultural, economic, and environmental contexts, and the wider impact of research > The social and ethical implications of research, and public attitudes to these issues > The range of mechanisms to support knowledge transfer and maximise the impact of research in academic, economic and societal contexts Behaviour: > Engages with and shares research through research-informed and student-focused teaching > Contributes to increasing public awareness, engagement and understanding of research and associated impacts > Identifies innovative trends, ideas and applications; is enterprising and entrepreneurial within and beyond academia > Works collaboratively with all stakeholders to create, develop and exchange research knowledge to influence and benefit policy development, society and the economy; seeks new outlets and promotes the application of research in innovative ways > Appreciates and works with diversity and difference in research and education Attitude: > Values the contribution of research to teaching and teaching to research > Recognises the importance of accountability of research with regard to social and economic impacts, internationalisation and global citizenship

17 POSTGRADUATE RESEARCHERS 17 During my research I have been able to develop my own ideas and think independently within a supportive environment and this has really increased my confidence in my own abilities. Nick, Microbiology, PhD student, University of Aberdeen

18 18 You and Your PhD What is a PhD? A PhD is the highest academic degree that you can obtain within the UK. A successful PhD thesis makes a new contribution to knowledge in a specific subject and demonstrates your ability to conduct scholarly research in your chosen field. On completion of your PhD you will be the expert on your topic and are likely to know more about it than anyone else in the world. Successfully gaining your PhD consists of 99% hard work and dedication and 1% genius. You can pass without being a genius, but not without putting in the equivalent of three or four years full-time work. Why do a PhD? Doing a PhD gives you an array of transferable skills that you might not have thought about. You will learn how to self-motivate, how to successfully manage a project, how to communicate well, how to work in a team, how to write presentations and much more! These are the types of skills that you would be likely to acquire in the first few years of any job. Considering your motivations for studying for your PhD will help you to stay positive, confident and focussed during your research. There are many reasons for embarking on PhD study and each one is as valid as another. Some people may aspire to an academic career, whereas others seek an intellectual challenge or just have an interest in a particular topic. Some students may see PhD study as a natural next step from their previous work, or may simply wish to be as qualified as possible before entering the job market. Whichever category you fall into, understanding why you first chose to do a PhD will help you to face any challenges which may arise. Understanding your motivations will also help you to decide which training courses are best suited to your needs. Here at Aberdeen, we think it s important for our PhD students to have the opportunity not only to cultivate their research skills, but also to focus on career and transferable skills development. We therefore offer a wide array of training courses ranging from thesis writing skills to presentation skills, managing meetings to maximising your impact at conferences, and a series of workshops on career skills development. Whatever your motivations for studying for your PhD, you ll find a training course that gives you the opportunity to develop in a way that best suits you.

19 You and Your Supervisor 19 Other than yourself, your supervisor is the most important person in the writing of your PhD thesis. Your relationship with your supervisor should be a stimulating and fruitful partnership, with your supervisor providing guidance on the nature of your research and the standards expected, and you developing as a competent and able researcher. Ideally your supervisor will be close to your chosen research topic, interested in your work, and have the available time and energy to support and motivate you while also allowing you to become a researcher in your own right. The working relationship you have with your supervisor is unique. Like any relationship, this will develop and change over time, and it is not unusual for it to be a source of frustration at some point during your PhD. This is likely because your supervisor is the only person who will be challenging and constructively criticising your work. Like any partnership, therefore, the relationship between you and your supervisor has to be negotiated; you have to learn to accommodate each others learning and communication styles. In the following sections, you will find a list of hints and tips to help you get the most from your studentsupervisor relationship. With the excellent supervision from my supervisor, I connect my research with China in a specific area, which will hopefully contribute to the development of the subject in China. Xiao Li, English Linguistics PhD student University of Aberdeen Understanding your supervisor The key to any good relationship is mutual understanding. It s worth taking some time at the beginning of your PhD to get to know as much as you can about how your supervisor works and thinks: > Ask them about their own experiences as a research student this will give you an insight into whether or not they share the same learning styles as you. > Talk to other students who have been supervised by them they re the ones most likely to give an honest opinion on your supervisors working and supervising styles. > Read your supervisor s published articles from this you should be able to gain and understanding of their approaches to work and the theories they prefer. Knowing these things about your supervisor will help you to understand the direction behind their advice and constructive criticism. Recognising that your supervisor s learning styles may be different to yours will help you to negotiate a compromise that works best for both of you. Learning how to work together A clear and open channel of communication is an important part of the success of your student-supervisor relationship. At the beginning of your PhD you and your supervisor should negotiate how this relationship will function:

20 20 > How frequently you will meet. > A broad outline of the timescale for your research and how you will agree on deadlines. > Whether your supervisor would like to see frequent pieces of work or just finished drafts, and how feedback will be given. > Whether or not you will need any skills training (language support, IT skills, statistical training, etc.) > Issues surrounding intellectual property and ethics. > Your career development teaching opportunities, conferences, etc. > How you will keep in touch, and how often ( , phone, face-to-face, etc.) Managing expectations There are things that you can expect from your supervisor as part of their role, and in return there are certain qualities and responsibilities your supervisor will expect from you: Your supervisor s role Your role > Regular supervision meetings > Initiative in clarifying expectations, raising issues and asking questions > Timely feedback on your work > Agree manageable and achievable deadlines > Direction in planning you work when you feel it necessary > Deliver your work to an agreed schedule > Advice on setting manageable goals and deadlines > Keep in contact with your supervisor and your department > Guidance on the standard of work expected from you > Keep up-to-date with developments in your field > Help and support in getting any training you feel that you > Recognise your training needs, and attend any may need relevant training courses. > Advice on where to find suitable books, articles, etc. > Be enthusiastic, interested in and committed to your research > Support on your journey towards becoming an > Take steps towards becoming more independent researcher independent in your research Remember, it is your responsibility to keep track of your progress and contact your supervisor if you have any problems if they don t hear from you, they ll assume everything is going well! Dealing with problems Working towards your PhD can be a long, stressful and emotional process. Sometimes when tensions run high your relationship with your supervisor can break down under pressure. If you are having problems working with your supervisor:

21 21 > Begin by being open about how you feel with your supervisor talk to them about the difficulties you re having and see if you can work them through. > Reflect on what is making it difficult for you to work together try to focus on specific professional difficulties, as opposed to clashes in character or personality. > Remember to be professional at all times moaning about your supervisor in your department won t do you any favours. > Get an objective opinion on the situation from someone you can trust outside your school like a friend or an Advisor of Studies. > Ask fellow PhD students who you can trust if they have had any similar problems and how they managed them. > It s important to keep communication channels with your supervisor open don t let the relationship deteriorate to a point where you don t talk. > If nothing works or if things get more difficult, see if you can appoint a third person to be a mediator. This could be the director of postgraduate research in your department. Moving forwards... As your PhD progresses, it is likely that you will become the expert in your chosen research topic. This should give you increasing confidence, but it can also make you feel like you are stepping into unchartered waters as your supervisor will be less able to guide you on your research. As you head further down the path of becoming an independent researcher, your supervisor will become an important contact who can help introduce you to others in your field and help you to gain recognition. Remember that the key to a successful and rewarding student-supervisor relationship is being able to communicate effectively, therefore you should make an effort to keep them up-to-date with the leading edge research that you are doing. An important part of your PhD is making sure that you have the skills and attributes necessary not only to conduct cutting-edge research, but also to develop as an individual. This handbook contains all the information you need to know on planning your personal and professional development as a researcher, as well as information on where to find training courses and resources within the University of Aberdeen.

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23 RESEARCH STAFF 23

24 24 Induction Checklist Name: Position: Line Manager: Date of University Induction: Date of local Induction: General Information (tick box once received/planned) > Copy of contract > Salary scale > When/how paid > Promotions > Information about pension scheme > account > Staff ID card > Access to appropriate buildings > Research Staff Handbook > Researcher Development Handbook > Car parking permit > Health and Safety information/induction Hours of Work > Discussion including: expectations and identification of policies > Flexibility > Working from home > Lunch break > Holiday entitlement > Authorisation procedure > Other types of leave Sickness Absence > Discussion: notification procedure > Self-certification > Medical certificates College/School/Local Information > Key admin staff > Staff introductions > Computer/telephone access > Mailboxes > Research space and equipment > Access to financial systems > Travel > Expenses claims Progression/Monitoring > Appraisal > Information about appraisal > Appraiser identified > Date for appraisal meeting > Mentor identification Training and Development > Research training and development needs > IT training needs identified > Personal development planning > Meeting with Researcher Development > Ethics training needs > Health and Safety

25 Reviewing Your Progress Being a successful researcher involves so much more than simply carrying out research, you are required to consider your career direction, long term goals and the skills you need to be successful. 25 Engaging with a skills analysis and keeping a development log can give you the tools to identify and address your development needs. Many of the skills you need can be developed within your current role (either by yourself, or with help from colleagues), use your appraisal as an opportunity to assess your development and to ask for more responsibility. Discuss your professional development and longer-term career aspirations and the skills you may need with colleagues, your mentor, a member of the researcher development unit or the careers service. We want you to get the very best out of your time at the University of Aberdeen. To assist you we have a Career Development and Staff Appraisal Scheme through which we aim to help you to develop your full potential, enhance your sense of personal fulfilment at work and your ability to take advantage of opportunities to develop you career. As a new employee you should receive a job description setting out the main requirements of your role. In addition you may be given specific objectives by your line manager. If you are in any way unsure about what is expected of you, you should raise this immediately with your line manager and seek clarification. Appraisal To perform well, people need feedback. It is University policy that all members of staff are offered a yearly appraisal by an appraiser, usually their line manager. The appraisal is intended to be a constructive discussion for you and your line manager to discuss your achievements and agree future plans and support. A training video is available at Promotion Promotion occurs once per year, in December, at set times of the year ( promotions/). If you wish to be considered for promotion you should discuss this with your line manager as you will need their support to make an application.

26 26 Researcher Development Agenda Research within the higher education sector is critically important to the economic and cultural success of the UK. Research staff are central to these achievements and successes. In recognition of researchers, the contribution they make but also of the instability of research positions, there is a national drive to improve your working conditions and career development opportunities. This is referred to as the Researcher Development Agenda and is underpinned by the Concordat to Support the Career Development of Researchers. This agreement between the funders and employers of researchers in the UK embodies seven key principles: 1. Recognition of the importance of recruiting, selecting and retaining researchers with the highest potential to achieve excellence in research 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 3. Researchers are equipped and supported to be adaptable and flexible in an increasingly diverse, mobile, global research environment 4. The importance of researchers personal and career development, and lifelong learning, is clearly recognised and promoted at all stages of their career 5. Individual researchers share the responsibility for and need to proactively engage in their own personal and career development, and lifelong learning 6. Diversity and equality must be promoted in all aspects of the recruitment and career management of researchers 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 At the University of Aberdeen, we are fully committed to the Researcher Development Agenda and support and adhere to the principles of the Concordat. We have developed a Concordat Implementation Plan which allow us to fully adopt the Principles of The Concordat and continue to improve our procedures and practices to better support you 2. In recognition of our policies and procedures, we were awarded the HR Excellence in Research Award in December A UK-wide process enables UK HEIs to gain the European Commission's 'HR Excellence in Research' badge, which acknowledges their alignment with the principles of the European Charter for Researchers and Code of Conduct for their Recruitment. The UK process incorporates both QAA Code of Practice for Research Degree Programmes and the Concordat to Support the Career Development of Researchers to enable institutions that have published Concordat implementation plans to gain the HR excellence in Research badge. The UK approach includes ongoing national evaluation and benchmarking. The award recognises the University's commitment to the professional, career and personal development of our researchers and the positive actions we have taken so far. As part of the process we have developed a Concordat Implementation and Action Plan which we regularly monitor progress against. We are delighted that the European Commission has recognised the support which we offer our researchers in developing their careers and skills to deliver the path-breaking research that is key to our international ambitions. Our researchers are critical to the success of our University. Professor Ian Diamond, Principal, University of Aberdeen To download The Concordat or a briefing document about how you may use the Concordat in partnership with the University of Aberdeen to support and develop your career, visit 2

27 OTHER USEFUL INFORMATION 27

28 28 Public Engagement with Research The Public Engagement with Research Unit at the University of Aberdeen supports staff and students wishing to connect their research to the public. At the University we want to empower you to share your research and demonstrate its impact to a diverse audience. The skills you will develop through learning how to communicate to a wide range of audiences will not only build your confidence but also enhance your career development and your CV. We encourage and support researchers and staff at all levels to become involved with public engagement activities and to generate their own ideas and initiatives. The unit helps support a range of events and programmes including the UK's biggest Café discussion series. Helping to connect communities across Aberdeen and beyond with our latest research. In 2012, we were successfully awarded a prestigious Catalysts Award for Researcher Engagement and Development from Research Councils UK. Awarded in March 2012 this embeds a strategy to empower researchers, like you, to get involved through the provision of skills and personal development which are linked to real-life opportunities to put skills into practice. The Catalysts grant is only one of eight awarded in the UK and the only one to be awarded in Scotland. The Public Engagement with Research Unit is headed up by Dr Ken Skeldon (k.skeldon@abdn.ac.uk). Ken's passion for public engagement began through his research career, supported by personal Fellowships from the Royal Society of Edinburgh and the Science and Technology Facilities Council. In 2005 he was awarded a NESTA Fellowship for science communication and has been involved in outreach projects around the world. In 2012 Ken received an MBE in the Queen's Birthday Honours for services to science engagement. Why Engage? There are many reasons to take part in a public engagement activity that might benefit your research project, and your own career. These are just some of the benefits and reasons to engage: > Share your work and learning with the wider world > Demonstrate and increase the impact of your research > To stay in tune with local and ethical concerns > Opportunity to network across different disciplines > Increase the impact of your research > Improve communication and other transferable skills, such as project management and leadership > Engagement can generate unforeseen outcomes, such as creativity and innovation Ways to Engage From Community cafes to fame lab, science busking to school projects, writing for the AU magazine to creating your own event, the Public Engagement with Research Unit ( offers a huge range of opportunities to put your skills into practise.

29 IT Services The Training and Documentation Team offer a wide range of training courses and downloadable workbooks to suit your preferred style of learning. Of particular interest to you as a PhD student may be those courses focussed towards working with long documents and images for publication. You are also able to register for an e-learning account to take advantage of a wealth of online training resources. 29 Learning and Teaching The Centre for Learning and Teaching provides advice and support for all aspects of learning, teaching and assessment. The Centre runs a number of formal, extended courses for lecturing staff and for postgraduates and early career researchers that are externally accredited by the Higher Education Academy. More information on the training offered can be found on the CLT web pages. Mentoring As a postdoctoral research fellow, your PI is likely to be a major point of contact for advice on developing your skills and career. However, an independent mentor can also be invaluable, providing extra support, confidence building and impartial careers advice. Mentors can support you in your career progression but also more practically for example in preparation of funding proposals. For more information contact your College admin team or the researcher development unit. Coaching The University also offers a coaching service. Coaching is more results focused and can be a powerful way for individuals to work on performance, learning and development Courses on coaching skills are available and are tailored to meet specific requirements. Library The library offers refresher sessions for academic, research and University support staff on reference management using RefWorks and databases such as Scopus and Web of Knowledge bibliometrics. Language Centre The University Language Centre is a commercial unit located within the School of Language and Literature and plays an important role in providing a range of English language support services for registered students, visiting fellows and international staff members whose first language is not English. These include courses in English Language & Academic Study Skills. Careers Service The Careers Service located on floor 2 of the HUB, Old Aberdeen, offers confidential, nonjudgemental careers advice to postgraduate students within the University. Services range from one-to-one career interviews to discuss with you your particular needs to guidance on CV s, cover letters and interview skills. The careers service also offers a range of workshops as part of the researcher development programme. National Researcher Development Opportunities: Vitae Vitae host a range of events and Master Classes with an array of external speakers focussing on your professional and career development. Information about forthcoming events can be found at