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Framework of the knowledge, behaviour and attributes of successful researchers

Vitae Researcher Development Framework. Framework of the knowledge, behaviour and attributes of successful researchers Developed through interviews with successful researchers Enables self-assessment of strengths and areas for further development

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Framework of the knowledge, behaviour and attributes of successful researchers

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  1. Vitae ResearcherDevelopment Framework • Framework of the knowledge, behaviour and attributes of successful researchers • Developed through interviews with successful researchers • Enables self-assessment of strengths and areas for further development • Common language for researchers capabilities • Strategic statement endorsed by over 30 organisations including Universities UK, HEA and Research Councils

  2. Vitae Researcher Development FrameworkLenses focussing on clusters capabilities Highlighting sets of researchers’ capabilities acquired or used in various other contexts • Direct focus within the RDF • Enterprise (EEUK, NCEE, RCUK) • Leadership (LFHE) • Knowledge exchange (AURIL) • Intrapreneurship • Getting started in research • Under development • Mobility • Placements • Supervision • Bridging the RDF to other frameworks • and professional standards • Teaching (UKPSF) • Engineering (Engineering Council) • Employability (employer surveys) • Public engagement (NCCPE, RCUK) • Information literacy (SCONUL)

  3. Teaching lens on the Vitae RDF and UKPSF • Developed by Vitae with HEA, Staff and Education Development Association (SEDA), Heads of Education Development Group (HEDG), and researcher developers • Describes how the expertise, knowledge and values that are required for teaching can contribute to researcher development and vice versa • How teaching and supporting learning can contribute to professional development as a researcher • How research competencies can contribute to development in teaching and supporting learning • Support professional recognition for teaching and supporting learning experience • Provide a language to evidence the transferability of teaching skills in CVs, applications and interviews • Strategically align teaching and supporting learning provision with researcher development

  4. Vitae ResearcherDevelopment Framework Domain D D3.1Teaching

  5. Domain D: Engagement impact and influenceD3.1 Teaching Phase 1 Phase 2 Phase 3 Phase 4 / 5 Contributes to teaching at undergraduate level. Assists in the supervision of undergraduate projects. Participates in research meetings (seminars, workshops, conferences, etc). Has a developing awareness of the ways research influences/ interacts with teaching. . Has a developing awareness of own teaching style and techniques. Is involved with the assessment of student knowledge and supervision of projects. Assists in the development of student research skills. Willing to co-supervise postgraduate research projects. Recognises the significance of translating research into other educational outputs; seeks ways for own research to influence teaching. Organises research meetings; seminars, workshops, conferences, etc. Improves own approach and develops wider repertoire of teaching styles and techniques. Contributes to and manages the teaching and learning programmes in the department and contributes to the development of the curriculum in own area. Values the teaching-learning-research connection and interactions. Educates, advises, guides and manages less experienced researchers. Builds supervisory experiences; supervises postgraduate researchers; acts as external examiner at doctoral level. Attracts new postgraduate researchers. Leads teaching programmes and their evaluation/quality assurance procedures. Pursues opportunities to develop research-informed teaching. Actively encourages and promotes a culture that links research and teaching. Mentors supervisors of postgraduate researchers.

  6. Subject knowledge Research methods Information literacy and management Collegiality Team working People management Supervision Mentoring Influence and leadership Collaboration Equality and diversity Analysing Synthesising Critical thinking Evaluating Problem solving Communication methods Publication Inquiring mind Innovation Teaching Enthusiasm Self-reflection Appropriate practice Preparation and prioritisation Time management Responsiveness to change Project planning and delivery Risk management Continuing professional development

  7. Researcher developers may wish to use this lens to: • demonstrate to researchers and other stakeholders how teaching and learning support activities can contribute towards the overall professional development of researchers • enable researchers to recognise the learning they have acquired through teaching and supporting learning and highlight the transferability of these abilities • inform personal development review discussions and plans • strategically align teaching and supporting learning provision  around the lens.

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