researcher development framework - university of …...the rdf is a professional development...

Researcher DevelopmentFramework


The Framework is designed for:

� researchers to evaluate and plan their professional development

� managers and supervisors of researchers in their role supportingthe development of researchers

� trainers, developers, human resources specialists and careersadvisors in the planning and provision of support for researchers’development.

It will also be of interest to employers to understand the portfolio ofskills unique to researchers and their potential as highly-valuedemployees, individuals interested in becoming researchers, andresearchers looking to move into higher education from other sectors.Policymakers, funders of researchers and other stakeholders will findthe associated Researcher Development Statement (RDS)1 a usefulstrategic overview of the RDF.

The RDF supports the implementation of the Concordat to Supportthe Career Development of Researchers2, the QAA Code of practicefor research degree programmes3 and the ‘Roberts’recommendations for postgraduate researchers and research staff4.

The RDF is not intended to be linked to performance management orreplace locally agreed progression criteria or job requirements.

1 www.vitae.ac.uk/rds2 www.researchconcordat.ac.uk 3 www.qaa.ac.uk 4 http://webarchive.nationalarchives.gov.uk/+/http:/www.hm- treasury.gov.uk/set_for_success.htm

Overview The Researcher Development Framework (RDF) is a majornew approach to researcher development, to enhance ourcapacity to build the UK workforce, develop world-classresearchers and build our research base.

The RDF is a professional development framework forplanning, promoting and supporting the personal,professional and career development of researchers inhigher education. It articulates the knowledge, behavioursand attributes of successful researchers and encouragesthem to realise their potential.

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Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse ISBN: 978-1-906774-18-9 Version 2 April 2011


http://www.vitae.ac.uk/rds

http://www.researchconcordat.ac.uk

http://www.qaa.ac.uk

http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/set_for_success.htm

http://www.vitae.ac.uk/rdf

http://www.vitae.ac.uk/rdfconditionsofuse

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StructureThe RDF has been created from empirical data,collected through interviewing researchers,to identify the characteristics of excellentresearchers expressed in the RDF as‘descriptors’. The descriptors arestructured in four domains and twelvesub-domains, encompassing theknowledge, intellectual abilities,techniques and professional standardsto do research, as well as the personalqualities, knowledge and skills to workwith others and ensure the widerimpact of research. Each of thesixty-three descriptors containsbetween three to five phases,representing distinct stages ofdevelopment or levels of performancewithin that descriptor.

The RDF has been incorporated into adownloadable Professional DevelopmentPlanner to enable researchers to identify theareas in the framework they want to develop furtherand to create an action plan.

Income and funding generationFinancial management

Infrastructure and resources

Career managementContinuing professional development

Responsiveness to opportunitiesNetworkingReputation and esteem

AnalysingSynthesising

Critical thinkingEvaluatingProblem solving

Inquiring mindIntellectual insightInnovationArgument constructionIntellectual risk

Communication methodsCommunication media

Publication

TeachingPublic engagement

EnterprisePolicy

Society and cultureGlobal citizenship

EnthusiasmPerseveranceIntegritySelf-confidenceSelf-reflectionResponsibility

Health and safetyEthics, principles and

sustainabilityLegal requirementsIPR and copyright

Respect and confidentialityAttribution and co-authorship

Appropriate practice

Preparation and prioritisationCommitment to research

Time managementResponsiveness to change

Work-life balance

Research strategyProject planning and delivery

Risk management

CollegialityTeam working

People managementSupervisionMentoring

Influence and leadershipCollaboration

Equality and diversity

Subject knowledgeResearch methods: theoretical knowledgeResearch methods: practical applicationInformation seekingInformation literacy and management

LanguagesAcademic literacy and numeracy

Engagement, influence and impactThe knowledge and skills to work with others and ensure

the wider impact of research.

Knowledge and intellectual abilitiesThe knowledge, intellectual abilities and techniques to do research.

Research governance and organisation

The knowledge of the standards, requirements

and professionalism to do research.

Personal effectivenessThe personal qualities and approach to be an effective researcher.

Domain D Domain A

Domain C Domain B

Knowledge base (A1)

Finance, funding and resources(C3)

Creativity

(A3)

Pro

fession

al

con

du

ct

(C1)

Cognitive abilities

(A2)

Research

managem

ent

(C2)

Professional and

career development

(B3)

Working with others

(D1)

Self-m

anag

emen

t

(B2)

Comm

unicat

ion a

nd

disse

min

atio

n

(D2)

Per

son

al q

ual

itie

s(B

1)

En

gag

emen

t an

d im

pac

t(D

3)

Vitae®, ©2010 Careers Research and Advisory Centre (CRAC) L

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Stimulates new knowledge; may make outstanding breakthroughs. Considersmultiple perspectives.

Has deep and holistic understanding of strategic direction and intellectualdevelopments of discipline/research area and its inter-relatedness with otherdisciplines/research areas. Uses this knowledge to enrich owndiscipline/research area.

Contributes to the integrity and future vibrancy of the discipline/research area.Exercises international influence.

Develops detailed and thorough knowledge/understanding of own and relatedsubject areas – and becomes familiar with associated areas in otherdisciplines/research areas.

Demonstrates link between own research and real world affairs.

Situates knowledge in international context.

Has, at least, core knowledge andbasic understanding of keyconcepts, issues and history ofthought.

Knows of recent advances withinown research area and in relatedareas. (A3)*

Is working towards making anoriginal contribution to knowledge.

Is developing a broader awarenessof international and non-academicaspects of knowledge creation.

A1

Domain A: Knowledge and intellectual abilities

This domain contains the knowledge and intellectual abilities needed to be able to carry out excellent research.

Sub-domains and descriptors Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Knowledge base

Recognises the value of alternative research paradigms and is able to work in,and support others working in, an inter-disciplinary way.

Appreciates the value of a range ofstandards and methods/techniquesfor information/data collection andanalysis; assesses anddemonstrates usefulness andvalidity of information/data in thecontext of a specificproblem/question.

Understands relevant researchmethodologies and techniques andtheir appropriate application withinown research area. (A4)*

Justifies the principles andexperimental techniques used inown research. (B6)*

Combines and justifiesmethods/techniques designedspecifically for an investigation in a flexible and vigorous manner.

2. Researchmethods –theoreticalknowledge

Creates new models and hypotheses, research designs, data collection andanalysis techniques.

Sets expectations for application of methods locally, nationally andinternationally.

Develops research approach andapplies a range of appropriatemethods and techniques withconfidence.

Documents and evaluates researchprocesses, using statistics whereappropriate.

Uses a range of research methodslinked to study area; documentsown activity.

Shows growing competence in ownsubject area and is developingawareness of alternative methodsand analysis techniques.

Educates and guides others in theappropriate selection and use ofresearch design, information/datacollection, information/datamanagement, analysis andmethods/techniques.

3. Researchmethods –practicalapplication

1. Subjectknowledge

Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils’ Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jssISBN: 978-1-906774-18-9 Version 2 April 2011



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Shows highly developed awareness of appropriate sources for research.

Uses a range of specialist print and on-line resources, as appropriate.

Manages bibliometrics and citations to best advantage and with a high level of proficiency.

Educates others in information/data seeking, accessing, evaluating and verifying techniques.

Conducts advanced searchesusing a range of informationsoftware, resources andtechniques; recognises theiradvantages and limitations.

Recognises the importance ofbibliometrics and citations.

Acquires and develops search anddiscovery skills and techniques.

Identifies and accesses appropriatebibliographical resources, archivesand other sources of relevantinformation (C3)* includingweb-based resources, primarysources and repositories.

Makes best use of a range ofcurrent tools and techniques.

Assesses the reliability, reputation,currency, authority and relevance of sources.

Seeks feedback from relevantgroups to access other insights.

A1


Knowledge base

4. Informationseeking

Advises and educates peers, lessexperienced researchers, studentsand staff in discipline/researcharea-specific information/datamanagement techniques, datasecurity, legal and ethicalrequirements.

Develops new techniques for information management.

Keeps abreast of and anticipates trends in the design and use ofinformation/data collection, analysis and preservation.

Develops awareness of thecreation, organisation, validation,sharing, storing and curation ofinformation/data and the associatedrisks.

Understands legal, ethical andsecurity requirements involved ininformation/data management,especially over time.

Has knowledge of purpose ofmetadata.

5. Informationliteracy andmanagement

Becomes fluent/expert in additional relevant language(s).Learns additional language(s),including technical, appropriate forresearch and career development.

Has excellent knowledge oflanguage(s) appropriate forresearch, including technicallanguage.

6. Languages

Designs and executes systems forthe acquisition and collation ofinformation using informationtechnology appropriately (e.g. wordprocessing, spreadsheets,simulation systems, databases).(C2, C4)*

Develops awareness ofinformation/data security andlongevity issues.

Knows where to obtain expertadvice, i.e. information/datamanagers, archivists and librarians.





5


Has high level academic literacy and numeracy across a range of contexts and communication media.

Keeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for thediscipline/research area.

Educates, advises and guides others in academic literacy and numeracy skills, as appropriate.

Continues to develop academicliteracy abilities within widercontexts; understands the literacyrequirements for differentcommunication media.

Develops capabilities in IT anddigital technology, as appropriate.

Presents complex ideas with clarity.

Understands analytical or statistical procedures in relateddisciplines/research areas andcontinues to develop mathematicalability.

Ability to understand, interpret,create and communicateappropriately within an academiccontext.

Prepares grammatically andsyntactically correct content forpresentations.

Writes in a style appropriate topurpose (E1)* and context forspecialist and non-specialistaudiences.

Is mathematically competent toundertake research in owndiscipline/research area;understands and applies anystatistics that may be used in thediscipline/research area; analysesdata and uses appropriatecomputer packages.

Is IT literate and competent in usinginformation and digital technology.

A1


Knowledge base

7. Academicliteracy andnumeracy

A2 Cognitive abilities

Has outstanding analytical abilities.Has well developed analytical abilities with knowledge of a range of methods.Willing to learn new ones.

Develops the analytical understanding of less experienced researchers andstaff.

Critically analyses and evaluatesown findings and those of others.(A5)*

Validates datasets of others.

1. Analysing

Makes imaginative leaps of understanding across disciplines/research areas/agendas and beyond academia.Critically synthesises new andcomplex information from diversesources.**

Recognises patterns andconnections beyond owndiscipline/research area.

Sees connections between ownresearch and previous studies.Benefits from guidance withsynthesising information/data andideas.

2. Synthesising

Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to www.vitae.ac.uk/rdf For conditions of use please refer to www.vitae.ac.uk/rdfconditionsofuse * Joint Statement of the UK Research Councils’ Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils www.vitae.ac.uk/jss**Original source: Irish Universities’ PhD Graduates’ Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdfISBN: 978-1-906774-18-9 Version 2 April 2011




http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf

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Creates evaluation processes and evaluates progress, impact and outcomesfor national/international organisations and/or projects.

Evaluates progress, impact andoutcomes of peer researchers’activities.

Advises and guides lessexperienced researchers on thequality, integrity, authenticity andvalidity of primary and secondaryresearch information/data.

Is able to provide and acceptconstructive criticism at appropriatetimes.

Summarises, documents, reportsand reflects on progress. (A6)*

Evaluates the impact and outcomesof own research activities.

Assesses the quality, integrity andauthenticity of primary andsecondary researchinformation/data.

Accepts and gives constructivecriticism.

Monitors and evaluates progress,impact and outcomes of a range ofother researchers’ activities.

Effectively manages difficultcriticism.

4. Evaluating

Leads a research agenda by making major contributions to understanding.

Asks the pertinent questions and designs projects that challenge traditionalthinking in general and progress research themes.

Formulates and applies solutions toa range of research problems andeffectively analyses and interpretsresearch results.**

Isolates basic themes of ownresearch; formulates basic researchquestions and hypotheses.

Identifies new trends, complexquestions and broader problems;designs substantial projects.

Challenges particular hypothesesand refines them in the light of results.

5. Problem solving

A2


Cognitive abilities

Is a creative critical thinker, acknowledged nationally and internationally.

Stimulates critical thinking at discipline/research area and policy levels.

Recognises significant andimportant arguments and canevaluate the assumptions of others.

Is capable of original, independentand critical thinking and has theability to develop theoreticalconcepts. (A2)*

Makes sound and realisticjudgements based on evidence.

Able to understand argument (oraland textual) and articulate ownassumptions; developingindependent and critical thinking.

Has the ability to recognise andvalidate problems. (A1)*

Recognises multiple ways ofknowing and alternative paradigms.

Is proficient and confident inapplying critical thinking skills.

Stimulates critical thinking in lessexperienced researchers andpeers.

3. Critical thinking

A3 Creativity

Anticipates cutting-edge questions.

Encourages challenge and inspires curiosity.

Identifies and asks useful,challenging questions; alwayscurious.

Demonstrates a willingness andability to learn and acquireknowledge. (D1)*

Demonstrates flexibility andopen-mindedness. (D3)*

Develops a style of questioning andquestioning technique.

Sees beyond immediate questionsto unexplored areas.

Confidently enquires, challengesand questions.

1. Inquiring mind






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A3


Creativity

Makes connections betweenpreviously unrelated issues.

Influences and stimulates theintellectual agenda for thediscipline/research area.

Provides outstanding breakthroughthinking for the discipline/researcharea and has strategic input to otherdisciplines/research areas.

Recognises new trends; isinsightful; goes beyond the obvious.

Develops own conceptualapproach/understanding ofintellectual position.

Shows initiative and worksindependently. (D7)*

Absorbs and appropriates ideas; isintellectually astute.

Creates ideas and opportunities byinvestigating/seeking information.

Identifies where discipline/researcharea is going and to some extentinfluences the intellectual agenda.

Independently and confidentlyshares own lateral thinking.

2. Intellectualinsight

A visionary; challenges traditionalviewpoints.

Exercises critical judgement andthinking to create new and/orimaginative ways ofunderstanding.**

Develops new ways of working on atopic and has innovative ideas.

Identifies which ideas are likely tobe successful.

Understands the role of innovationand creativity in research. (D2)*

May engage in inter-disciplinaryresearch.

Goes beyond recognising to realise the potential of ideas. Drives and deliversinnovative research projects.

Encourages, inspires and works with others; actively seeks collaborations forinter-disciplinary research.

3. Innovation

Challenges the status quo in thinking within discipline/research area.Tests the boundaries, is willing toexpose ideas to a critical audienceand to critically appraise otherresearch.

Pioneering; takes intellectual risks appropriately.5. Intellectual risk

Rigorous in argument constructionand production of evidence.

Produces convincing arguments todefend research theses.

Constructively defends researchoutcomes. (E3)*

Provides some evidence in supportof ideas.

Structures arguments clearly andconcisely.

Produces finely honed argument rapidly.

Educates, advises and guides others in argument construction.

4. Argumentconstruction






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Perseveres through difficulties whilesupporting others.

Is resilient.

Perseveres steadfastly and leadsthe way for others.

Dedicated and stimulated byobstacles and challenges.

Understands and demonstratesstandards of good researchpractice in the institution and/ordiscipline/research area. (B3)*

Seeks guidance as necessary.

Acts as exemplar to and advisespeers and less experiencedmembers of staff, respecting theirviews and engaging effectively indiscussion.

Shapes policy and procedures ofgood practice in research in the HEsector, professional associationsand bodies.

Sets expectations and standard ofconduct.

Advises all staff and contributes toinstitutional and disciplinarypolicy/practice.

Is confident of own skills and ideasin the face of strong challenge –seeks challenges.

Builds a range and variety ofsupport structures.

Contributes to others’ support;recognises need for collegiality.

Seeks out sophisticated challengesto any new/unusual/radical ideas.

Inspires confident behaviour inothers.

Comfortable that own ideas arelikely to be radical/unusual; hasself-confidence to initiate challengeand engage with others.

Maintains a variety of supportstructures.

Develops confidence in others.

Aware of range of own skills andenjoys demonstrating them.

Able to defend ideas in the face ofreasonable challenge both fromcolleagues and others.

Self-reliant; (D7)* capable ofdirecting others.

Aware of some personal abilitiesand willing to demonstrate them.

Recognises boundaries of ownknowledge, skills and expertise anddraws upon and uses sources ofsupport, as appropriate. (D6)*

Demonstrates self-discipline, motivation and thoroughness. (D5)*

Perseveres in the face of obstacles and set-backs but benefits from peer,supervisor or leader support. Is developing some resilience.

Deals effectively with the routine aspects of research.

Is passionate about research: enthuses others; inspires enthusiasm in thediscipline/research area.

Inspires communities ofinternational researchers.

Maintains enthusiasm and motivation for own research.

Recognises the need for passion and pride in own work.

Is highly motivated even when work is mundane.

B1

Domain B: Personal effectiveness

This domain contains the personal qualities, career and self-management skills required to take ownership for and control of professional development.


Personal qualities

1. Enthusiasm

2. Perseverance

3. Integrity

4. Self-confidence

Acts with professional integrity andhonesty, takes especial care ininformation/data handling anddissemination and engagementwith others

Demonstrates standards of goodresearch practice without need forguidance and encouragesprofessional integrity in others.





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B1


Personal qualities

Has leading responsibility for delivering highly skilled researchers foracademic and non-academic professions. Is responsible for leading thediscipline/research area nationally and/or internationally.

Engages in and encourages the development of well-being in academic andnon-academic colleagues.

Takes responsibility for own andothers’ projects (students and lessexperienced colleagues).

Delegates responsibly.

Alert to the well-being of others.

Gradually takes completeresponsibility for own project andown well-being; developsindependence.

Accepts and takes responsibility forbuilding/leading research team anddeveloping its members.

Engages in and encourages thedevelopment of well-being in otherresearchers/the team.

6. Responsibility

B2 Self-managementPlans, balances and responds effectively and appropriately to change and theunexpected.

Gives evidence for the need for change of priorities. Prioritises and switchesfocus between multiple projects/tasks.

Influences environment; has long-term strategic vision.

Takes strategic view of project;prioritises, plans and is forwardthinking; deals with the unexpected.

Prepares and plans project to meetobjectives and, with support, is ableto adapt if necessary.

Anticipates future directions andtrends in research, prepares for theunexpected.

Recognises good ideas.

Sees the gaps and opportunities inproject plans and evaluates thechanges needed.

1. Preparation andprioritisation

Determines to leave a legacy ofinspirational research.

Evaluates and manages potentialdistractions. Dedicated: haspurposeful and determined focuson developing own research andresearch credentials.

Commits to and completes firstproject and establishes researchcredentials.

Has a purposeful and determined focus on developing excellence in research,taking it from the ordinary to the extraordinary.

2. Commitment toresearch

Is establishing own timemanagement systems: deliversprojects on schedule, respondsflexibly.

Manages own time effectively tocomplete research project; adheresto clear plan.

Has established own time management skills, advises others and acts as role model.

Manages multiple or complex projects to time; balances constraints.

3. Timemanagement

Adapts to changes; balances riskand opportunity. Knows when toseek advice and reassurance.

Adapts approach when required to;seeks guidance and recognisesrisks.

Engages with change; expects changeand is prepared for it, manages riskaccordingly. Advises and reassuresless experienced researchers.

Embraces change and anticipatesrisk. Responds decisively, coachesand reassures others.

Promotes change and contributesto institutional change initiatives; iswilling to take reputational risk.

4. Responsivenessto change


Continuously seeks ways to improve own performance and that of less experienced researchers and/orteam/department/institution.

Encourages self-reflection in others.

Leads by example.

Has heightened awareness of ownstrengths and weaknesses.

Strives for excellence, seeks andtakes personal feedback onperformance and acts on it.

Makes time to reflect on practiceand experience.

Develops strengths and improveson weak areas.

Seeks personal feedback.

Learns from mistakes.

5. Self-reflection



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B2


Self-management

Actively maintains attention to work-life balance issues. Promotes an effective work-life balance for self and team.Sensitive to signs of pressure on and stress in colleagues, students and staff; provides support, advice andmanagement where necessary.

Influences departmental, institutional or disciplinary policies on work-life balance and well-being.

Maintains an acceptable work-lifebalance and manages pressure.

Notices and helps manage thepressure on colleagues and lessexperienced researchers.

Is developing an awareness ofwork-life balance issues.

Uses support and advisoryresources when necessary to avoidundue pressure and to enhancepersonal well-being.

Considers the needs of others.

5. Work-life balance

B3 Professional and career development

Is in process of establishing careertrajectory; uses networks andcoaching opportunities to manageown career.

Actively develops less experiencedresearchers and staff. Coachesothers for specific academicactivities.

Uses networks to enhance theemployability of others.

Is an exceptional career role model:an exemplar and inspiration toothers.

Engages in succession planning.

Forms credible career plans;**critically reflects on experiencesand pursues a cycle ofself-improvement.**

Seeks advice, guidance orcoaching from appropriateprofessionals

Initiates and sustains networks andrelationships that may encourageopportunities for employment.**

Takes ownership for and managesown career progression, setsrealistic and achievable careergoals, identifies and develops waysto improve employability. (G2)*

Presents own skills, personalattributes and experiences througheffective CVs, applications andinterviews. (G4)*

Begins to establish a careernetwork.

1. Careermanagement

Is an established researcher.

Maintains career momentum.Extends and manages careernetworks.

Acts as role model; createsopportunities for others andnurtures researchers’ careers.

Has realistic view of own potential inacademic or non-academic jobmarket and adapts careerdevelopment plans appropriately.

Supports and encourages thecontinuing professionaldevelopment of others. Helpsothers make informed decisions inthe light of employers’requirements.

Reflects on skills and createsopportunities to develop further.Demonstrates, with evidence,initiative and competence in a widerange of contexts.

Becomes familiar with employers’requirements and develops skillsaccordingly.

Actively seeks opportunities toenhance skills and takeresponsibility, formally or informally,within a research environment.

Maintains a portfolio of achievementand experience.

Demonstrates self-awareness andthe ability to identify owndevelopment needs. (D4)*

Appreciates the need for and showscommitment to continuingprofessional development. (G1)*

Recognises transferability of ownexperience and articulates this topotential employers or linemanagers.

Develops and maintains ownrecords of achievement andexperience.

2. Continuingprofessionaldevelopment

Acts as continuing professional development role model for others.

Is influential in setting standards and devising criteria to define the skillsrequired of professional researchers.

Contributes to the culture of continuing development within own institution anddiscipline/research area.

Actively acquires information and feedback on matters affecting the directionof discipline/research area/department/institution and on colleagues and lessexperienced researchers in relation to their professional development.






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B3


Professional and career development

Recognises, creates and confidently acts on opportunities with the potential to develop own career within or outsideacademia.

Understands the complexity of the academic job market; able to advise others effectively and in a sensitive manner.

Actively creates and champions opportunities for others within and outside academia. Is responsive to collaborativeopportunities across disciplines/research areas and with non-academic organisations.

Seeks out appropriate opportunitiesto enhance employability and maygain international experience; hasrealistic and mature approach to jobsearch including positions outsideacademia.

Demonstrates an insight into thetransferable nature of research skillsto other work environments and therange of career opportunities withinand outside academia. (G3)*

Understands and takes advantageof a broad range of employmentand professional developmentopportunities within and outsideacademia, including workexperience and internships.

3. Responsivenessto opportunities

Shares external networks with lessexperienced researchers/students.

Builds professional rapport.Becomes respected member oflearned society(ies).

Develops and maintains co-operative networks and working relationships withsupervisors, colleagues and peers, within the institution and the widerresearch community. (F1)*

Uses personal and/or online networks effectively for feedback, advice, criticalappraisal of work and for responding to opportunities.

Engages with learned societies and public bodies.

Leads networks.

Has national, international andpolicy-making network connectionswith academic and non-academicbodies and organisations, and inpublic and private research anddevelopment areas.

Has influential connections withsignificant bodies andorganisations; has high impact onsociety through academic andnon-academic bodies andorganisations.

4. Networking

Has an established and growingreputation in own and, possibly,other disciplines/research areas;increasing research esteem.

Conducts peer review internally andacts as reviewer for projects andjournals.

Supports the development of thereputations of less experiencedresearchers.

Speaks with authority on own topic.

Begins to be known as a goodresearcher.

Maintains position in debates aboutown research areas.

Is establishing a reputation in thediscipline topic/research area andlocally.

Is a leading, well-known nationalauthority and speaker on own focaltopic and related areas and in someinternational arenas.

Acts as reviewer for external chairs.

Actively promotes the reputationand esteem of department/team,colleagues, peers and lessexperienced researchers.

Is globally renowned; becomesinternational authority and leadingspeaker on own focal topic andrelated areas.

Actively champions the reputation ofthe discipline/research area andown institution.

5. Reputation andesteem





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Sets expectations, educates, trainsand guides peers and lessexperienced researchers in healthand safety.

Manages and takes responsibilityfor health and safety withindepartment.

Recognises the significance andrelevance of health and safetyregulation and guidance. Setsexample, can educate and advisepeers and less experiencedresearchers/students.

Takes responsibility for immediatework environment and people in it.

Shapes policy and procedures ofown institution, national orinternational professionalassociations/bodies

Understands relevant health andsafety issues and demonstratesresponsible working practices. (B4)*

Takes responsibility for own workspace. Aware of impact on othersand wider environment.

C1

Domain C: Research governance and organisation

This domain contains the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research.

Sub-domains and descriptors Phase 1

Determines departmental/localexpectations on health and safetymatters. Educates, trains, guidesand disciplines students and staff.

Determines institutional policyand/or contributes ideas to nationalpolicy.

Phase 2 Phase 3 Phase 4 Phase 5

Professional conduct

1. Health and safety

Sets expectations and ensuresethical principles are adhered towithin own research environment.Educates and advises peers andless experienced members of staff.

Acts as exemplar, advises peersand staff on environmental issues;promotes sustainable attitude toresearch among less experiencedresearchers.

Makes own ethical judgementsabout work and advises lessexperienced researchers andstudents. Challenges potential oractual unethical behaviour ofothers.

Acts and works in a responsibleway to create a sustainableenvironment.

Shapes policy and procedures ofthe HE sector and professionalassociations/bodies.

Promotes public understanding ofthe ethical issues raised byresearch.

Understands and applies therelevant codes of conduct andguidelines for the ethical conduct ofresearch; seeks advice fromsupervisor.

Demonstrates awareness of issuesrelating to the rights of otherresearchers, of research subjects,and of others who may be affectedby the research. (B2)*

Is mindful of own impact on theenvironment. Understands how tobehave and work in a sustainableway.

Understands the concept ofcorporate social responsibility;seeks guidance as necessary.

Determines appropriate ethicalconduct for discipline/researcharea; advises policy makers.

Drives local environmental policyand promotes sustainableapproach to research amongcolleagues/department.

2. Ethics, principles andsustainability

Advises staff and contributes toinstitutional policy.

Ensures that students and staffhave equality of opportunity and aretreated fairly.

Assumes, for the local researchcontext, responsibility for workingwithin the legal framework; setsexpectations, advises peers andless experienced members of staff.


Leads by example.

Understands the legal obligations ofthe profession and can advisepeers and less experiencedresearchers, especially onownership of data and therequirements of the Data ProtectionAct. (B2)*

Has basic understanding of legalrequirements surrounding research,e.g. Data Protection Act, Freedom ofInformation Act, Equality Act 2010and equivalent Northern Irishlegislation.

3. Legalrequirements





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C2


Research management

Sets local expectations among staff/team/department.

Engages in the commercialisation of intellectual property where appropriate.

Advises all staff and contributes to institutional policy.

Shapes policy and procedures ofthe HE sector and professionalassociations/ bodies.

Has sufficient understanding ofcopyright, (B2)* IPR, licensing toadvise peers and less experiencedresearchers.

Understands the value of openaccess of research outputs toresearchers and the wider society.

Manages the deposit of researchoutputs, open and wider access,and the Creative Commons lisense.

Has basic understanding of dataownership rules as they apply toown research.

4. IPR andcopyright

Directs local policy, advises all staffand contributes to institutionalpolicy.

Sets expectations, advises peersand less experienced members ofstaff.


Advises peers and lessexperienced researchers onrespect, confidentiality (B2)* andanonymity.

Encourages others to respectcolleagues; challenges those whodo not respect others.

Within own research respects theright of participants toconfidentiality and anonymity.

Respects colleagues.

5. Respect andconfidentiality

Directs local policy, advises all staffand contributes to institutionalpolicy.



Advises peers and lessexperienced researchers onbibliometrics and citation practice.

Understands concept of attribution(B2)* and applies it consistently andfairly to appropriately recognisecontributions and co-authorships.Seeks advice on local codes ofconduct.

6. Attribution andco-authorship

Directs local policy, advises all staffand contributes to institutional policy.

Is involved in decisions regardingmalpractice.



Has sufficient understanding of therules of academic malpractice toadvise peers and less experiencedresearchers. Challengesmalpractice.

Understands and adheres to the rulesand regulations concerning academicmalpractice (B2)* in the institution inwhich based and of professional bodyand funder, if appropriate.

7. Appropriatepractice

Shapes and influences broader research agenda.Ensures research contributes to the discipline/research area and owninstitution and also to wider aims of all stakeholders, the public and thebusiness sector.

Aware of how own research alignswith the research strategy of theinstitution and strategic focus of thediscipline/research area.

Develops understanding of broadercontext of research.

1. Researchstrategy

C1 Professional conduct





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Defines large research projects,draws up long-term plans forresearch.

Uses range of project managementstrategies.

Clarifies priorities; sets expectations,keeps project on track.

Effectively manages multiple research projects and both the research agendaand bureaucracy for various projects.

Able to take unpopular but evidence-based appropriate decisions.

Independently defines amanageable research project.

Understands project managementcycles and is able to draw on arange of project managementtechniques and tools.

Allows for wider public access toand long-term preservation ofresearch information/findings.

Manages problems and conflict.

Applies effective projectmanagement through the setting ofresearch goals, intermediatemilestones and prioritisation ofactivities. (C1)*

Acts on decisions agreed withsupervisor/line manager anddelivers results.

2. Project planningand delivery

Conducts thorough risk analysis forself, team and others; quick toidentify risks and confidentlymanages them.

Accepts responsibility for riskmanagement; educates andadvises others.

Determines and directs procedures/expectations for own institution.

Shapes policy on risk managementfor the HE sector and professionalassociations/bodies

Assesses risks in own researchenvironment, takes responsibility forothers in that environment.

Aware of risks to researchinformation over time.

Makes basic risk assessment and isable to manage risks in own projectwith support.

Aware of risks in virtualenvironments and when usinginteractive communicationtechnologies.

3. Riskmanagement

Aware of wider economic context. Understands funding complexities andvariety of sources for funding. Educates, advises and guides others on incomeand funding generation.

Applies for increasingly larger grants, seeking alternative sources. Engages inincome generation for own institution.

Supports funding applications led by others.

Influences funding policy within theHE sector and professionalassociations/bodies.

Has broad awareness andknowledge of key relevant fundingsources and grant applicationprocedures.** Recognises thesignificance of income and fundinggeneration for own institution.

Applies for small grants/fellowshipssuccessfully.

Understands the processes forfunding and evaluation of research.(B5)*

Writes own research proposal.

1. Income andfundinggeneration

C2 Research management

C3 Finance, funding and resources

Is expert in the use of requiredfinancial management systems foraudit tracking and budgetary planning.

Understands institutional and nationalfinancial systems for supportingresearch.

Manages multiple budgets; educates,advises and guides others.

Helps shape/contributes to funding policy and financial managementprocesses and commercial awareness in institution /department.

Has knowledge of required financialmanagement systems.

Keeps basic accounts andreconciles them.

Manages own grant.

Develops deeper commercialawareness.

Understands the basic principles offinancial management.

Has some commercial awareness.

2. Financialmanagement






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Contributes to the planning andresource management of thedepartment; accepts responsibilityfor own and others’ actions.

Procures and maintains resourcesappropriate to range of projects;mindful of economies of scale.

Drives/directs/influences internal use of infrastructure and resources.

Contributes to institutional administration and governance; chairs high levelinstitutional committees.

Makes persuasive arguments for the allocation of resources and appropriateinfrastructure.

Makes creative use of availableresources; cultivates usefulconnections.

Aware of research organisations’reporting mechanisms and housestyles, and of procurement law andbest practice.

Recognises corporate culture andwhat is acceptable within it;acknowledges the impact of ownrole within it.

Makes efficient use of availableresources.

Knows immediate academicsystem/work environment,departmental or faculty.

3. Infrastructureand resources

C3 Finance, funding and resources




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Keeps people informed of widerinstitutional issues. Promotescollegiality, regardless of status.

Engages in supportive peer reviewwith colleagues.

Is approachable, demonstratesinterpersonal sensitivity.

Ensures everyone has a sharedunderstanding.

Shows consideration to others.

Listens, gives and receivesfeedback and respondsperceptively to others. (F3)*

D1

Domain D: Engagement, influence and impact

This domain contains the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural and economic context.

Sub-domains and descriptors Phase 1

Exemplar for collegial behaviour in department/institution.

Cascades knowledge.

Solicits and attends to feedback from colleagues at all levels.

Phase 2 Phase 3 Phase 4 Phase 5

Working with others

1. Collegiality

Leads, manages and delegatesimpartially.

Is sensitive to intentions, needs andpositions of team members; actsaccordingly to achieve success.

Manages expectations and resolvesconflict.

Coaches team members; helpsteam members clarify their rolesand responsibilities.

Acknowledges the results of theteam.

Actively seeks collaborativepartners.

Understands own behaviours andimpact on others when working inand contributing to the success offormal and informal teams. (F2)*

Appreciates contributions of otherteam members includingnon-academic members. Thankspeople for their contribution.

Recruits, trains and builds sustainable team; develops staff and facilitatesrelationships.

Collaborates with key figures/teams internationally.

2. Team working Understands leadership in teamenvironments; recognises thestrengths of team members andworks effectively to achieve mutualgoals.**

Coaches less experiencedresearchers and students.

Gives credit to people for theircontribution.

Builds support and coalitions toattain goals






17


D1


Working with others

Has established an independentpersonal management style.

Rewards good performance anddeals effectively withunder-performance.

Explains the rationale behinddecisions and the importance ofissues.

Ensures appropriate equality anddiversity policies and proceduresare implemented.

Empowers others.

Develops own management style.

Supervises/manages and developsless experienced researchers andstudents with sensitivity.

States clear expectations, clarifiesgoals and negotiates realisticdeadlines so that people know whatis expected of them.

Sets an example in relation toequality and diversity matters;challenges inappropriate behaviour.

Motivates and encourages others.

Negotiates activities and deadlineswith supervisor/line manager.

Creates nurturing/supportive culture for others.

Ensures the implementation of equality and diversity policies.

Leads by example, inspires others, communicates vision.

3. Peoplemanagement

Acts as mentor to less experiencedcolleagues.

Helps mentees and other people tosee opportunities and take up newchallenges.

Identifies potential in others;empowers people.

Sets challenges but builds anddevelops confidence; manages theover-confident.

Develops skills as a mentor anduses own mentorship effectively.

Encourages peers and lessexperienced researchers to presentat conferences, write and publishjoint or individual papers.

Acts as a mentor to students.

Effectively supports the learning ofothers when involved in teaching,mentoring, demonstrating or otherresearch activities. (E5)*

Recognises the importance ofmentorship and receivingmentoring.

Is a role model. Shares networks; creates opportunities for others.

Shapes the mentoring strategy of own institution.

Involves people in decision making and leadership roles, promoting theirautonomy.

Nurtures talent; develops skilled researchers.

5. Mentoring

Encourages the development of autonomy in others.

Takes on lead supervisor role. Supports the development of supervision skills in others.

Keeps up to date with supervision policy and procedure.

Actively seeks feedback on own supervisory skills and techniques; provides feedback for less experienced colleagues.

Provides support and advice topeers and less experiencedresearchers.

Takes on co-supervision role.

Welcomes feedback on ownsupervisory skills.

Engages in peer support andevaluation, and undergraduatesupport and assessment.

4. Supervision





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D1


Working with others

Takes responsibility for key areas ofwork within the institution.

Generates excitement about ideas.

Recognises and encourages thecontributions of others and uses themto best effect.

Offers ideas that encourage people to think differently; states expectationsclearly as a role model.

Develops own leadership style.

Protects less experiencedresearchers in an academic context.

Demonstrates initiative andcompetence in leading people,resources and services, formally orinfomally

Influences and provides leadership in committees and in externalrelationships.

Influences and leads lessexperienced researchers andstudents.

Listens actively and communicatesconfidently. Presents a convincingcase.

Engages with stakeholders andusers of research to extendinfluence and impact of researchwithin and beyond academia.

Develops awareness of differentleadership styles.

Engages in debate and inviteschallenge.

Develops awareness of need togain support.

Recognises implications of ownresearch for real life contexts.

Learns of the value to academia ofengaging in dialogue with thosewho use the outputs of research toachieve influence and impact.

Highly influential in academic andnon-academic spheres. Presentsand defends strong or radical ideas.

Is recognised as making significantcontributions to policy-makingbodies and academic committees.

Can use range of leadership styles;includes and enables others;convinces through argument;involves others in decisions.

Promotes the value of own staff anddepartment/institution.

Has exceptional influence;internationally renowned.

Input sought by policy makers,funding bodies, etc.

6. Influence andleadership

Acts as role model for personalconduct when dealing with diversityand difference; educates, advisesand guides less experiencedresearchers.

Makes positive use of diversity anddifference to enrich researchprojects and outputs.

Appreciates and works withdiversity and difference ineducation/research.

Is sensitive to and respectful ofindividual differences. Developsawareness of diversity anddifference within workingenvironment.

Understands equality and diversityrequirements of institution.

Sets example locally, nationally and internationally.

Helps shape departmental/institutional policy and implementation.

8. Equality anddiversity

Manages and negotiatescollaborations and externalrelationships; contributes todevelopment of discipline/researcharea.

Works in multi- or cross-disciplinarycontexts; thinks comparatively.

Builds collaborative relationshipswith a range of colleagues withinown and adjacentdisciplines/research areas and withstakeholders and users of researchto co-produce research outputs.

Actively participates in andcontributes to collaborations andexternal relationships.

Aware of the value of workingcollaboratively to benefit researchand for maximising the potential forimpact.

Co-produces research outputs withsupervisors/research leaders.

Recognises common/conflictinginterests within own and adjacentdisciplines/research areas.

Builds collaborative relationships with a range of external organisations andbodies; negotiates at national and international level.

Actively builds capacity in collaborations and external relationships nationallyand internationally; contributes to reputation and vibrancy ofdepartment/institution.

7. Collaboration




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D2


Communication and dissemination

Eloquently makes the complexaccessible.

Demonstrates incisive interrogativeand interview techniques.

Actively engages in knowledgeexchange with the public, business,industry, the professions and otherusers of research.

Varies approach and presents research to professional peers/expert andnon-expert audience in an inspirational way.

Produces finely honed argument rapidly.

1. Communicationmethods

Confidently uses e-resources.

Establishes and leads virtualresearch environments.

Collaborates and communicatesresearch ‘virtually’.

Uses national/international mediaand web media.

Continuously seeksself-improvement in terms of mediausage. Educates, advises andguides others.

Is confident in face-to-faceinteractions. Uses interactivecommunication technologies fornetworking, information/data sharingand promoting research presence.

Engages with locally availablemedia.

Makes the complex accessibleusing a wide range of audio-visualsas appropriate.

Willingly learns additional skills.

Develops skills in a range ofcommunication means, e.g.face-to-face interaction usinginteractive technologies, and/ortextual and visual media, whereuseful/necessary.

Has a web presence as aresearcher.

Uses audio-visual aids effectively inpresentations.

Maintains advanced level ofknowledge and skill in interactivecommunication technologies.

Is aware of and engages withinternational media.

Is an institutional/disciplinary leaderwith global presence on key issues.

2. Communicationmedia

Regularly publishes and is involvedin editing/may be editor of nationalpublication.

Aims for the most prestigiouspublication in academic andnon-academic outlets.

Actively seeks collaborative and/orinterdisciplinary partners; is leadauthor on co-authored outputs.

Supports and enables lessexperienced researchers to publish.

Willingly peer reviews publications.

Understands how research isevaluated and published in print,electronic or other format.

Produces publishable material ofhigh standard; mayco-author/collaborate with others.

Disseminates in a range ofresearch, professional and publicoutlets.

Understands the processes ofpublication and academicexploitation of research results.(B7)*

Produces some publishablematerial in print, electronic or otherformat.

Is developing awareness of therange and diversity of outlets forpublications.

Chooses to actively publish in avariety of outlets, sometimessolicited contributions; is involved inediting/is editor of internationaljournal or other form ofdissemination.

Targets appropriate journals/outletsto gain an extensive track record ofhigh quality published research.

Internationally and publiclyrenowned for publications.

Serves on influential editorialboards.

3. Publication

Constructs coherent arguments andarticulates ideas clearly to a rangeof audiences, formally andinformally, through a variety oftechniques. (E2)*

Actively engages in knowledgeexchange and debate withcolleagues, sometimes betweendisciplines/research areas.

Appreciates the skills of rhetoric.

Presents work confidently.

Able to persuade others, askingtimely and appropriate questions.*

Can communicate researcheffectively to a diverse andnon-specialist audience.

Recognises the value of ideas fromoutside academia and incorporatesthem where appropriate.

Actively engages in inter-disciplinaryknowledge exchange.





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D3


Engagement and impact

Improves own approach anddevelops wider repertoire ofteaching styles and techniques.

Contributes to and manages theteaching and learning programmesin the department and contributesto the development of thecurriculum in own area.

Values theteaching-learning-researchconnection and interactions.

Educates, advises, guides andmanages less experiencedresearchers.

Builds supervisory experiences;supervises postgraduateresearchers; acts as externalexaminer at doctoral level.

Attracts new postgraduateresearchers.

Has a developing awareness ofown teaching style and techniques.Is involved with the assessment ofstudent knowledge and supervisionof projects.

Assists in the development ofstudent research skills.

Willing to co-supervisepostgraduate research projects.

Recognises the significance oftranslating research into othereducational outputs; seeks ways forown research to influence teaching.

Organises research meetings;seminars, workshops, conferences,etc.

Contributes to teaching atundergraduate level.

Assists in the supervision ofundergraduate projects.

Participates in research meetings(seminars, workshops, conferences,etc). Has a developing awarenessof the ways researchinfluences/interacts with teaching.

Leads teaching programmes and their evaluation/quality assuranceprocedures.

Pursues opportunities to develop research-informed teaching. Activelyencourages and promotes a culture that links research and teaching.

Mentors supervisors of postgraduate researchers.

1. Teaching

Facilitates opportunities for publicdialogue, connects with users ofresearch and beneficiaries; leadsmajor public engagement projectsand funding applications.

Helps to shape the public’sconception of research. Facilitates adialogue between the public andresearchers; educates, advises andguides less experiencedresearchers about the importanceof public engagement.

Initiates activities; building trackrecord of public engagement.

Creates a climate whereengagement activity is valued.

Contributes to promoting the publicunderstanding of own researcharea. (E4)*

Actively seeks ways to realiseopportunities for publicengagement.

Facilitates engagement with others,leads on local opportunities, isinvolved with national programmes;makes appropriate use of externalsupport for these activities.

Recognises the mutual benefit ofengagement to research,researchers and the public.

Understands and appreciates thevalue of engaging with the public,willingly participates.

Open to influence of publicinteractions on own work.

Responds to local opportunities andexisting activities; presents aspectsof research at public events.

Establishes public engagement reputation, gives strategic support, promotesprojects and supports funding applications.

Is known advocate for public engagement in discipline/research area;Occupies specific public engagement post(s) or personal chair.

2. Publicengagement





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D3



Produces research which caninform the development orenhancement of policy.

Educates, advises and guides lessexperienced researchers.

Recognises, understands andappreciates the importance ofpolicy making to research and theimportance of research to policymaking.

Engages in dialogue with the public,policy makers, government andother key organisations.

Evaluates the impact of policy andits fitness for purpose.

Understands the relevantpolicy-making processes andpresents findings in a policy friendlyformat.

Analyses policies and understandsthe wider contexts in which they aresituated.

Understands/builds the relationshipbetween academia and thepolicy-making process and makesthe appropriate links to influencepolicy making.

Advises and informs all staff onimpact of policy on research.

Has the ability to get researchknowledge into the policy-makingprocess through a variety ofmechanisms.

Is able to influence policy byworking directly with key policymakers.

4. Policy

Leads others in a range ofenvironments to solve problems in acreative and innovative manner.

Builds strong networks to acquireresources and influence changethrough knowledge exchange.

Turns ideas into real ventures whichenrich research and transferknowledge and expertise to wideraudiences internally and externally.

Recognises potential for newproducts and novel applications ofresearch for commercial and/orsocial benefit. Highly skilled atdeveloping relationships inbusiness/commercial context;commercially and socially aware.

Educates, advises and guides lessexperienced researchers.

Demonstrates high motivation andcommitment to take forwardenterprising ideas. Appreciates the significance of theresearch-enterprise relationship.

Understands differentenvironments, appreciates and,where appropriate, contributes toknowledge exchange withinsociety.**

Becomes more aware ofcommercialisation,entrepreneurship/intrapreneurshipand social enterprise.

Creates ideas and identifiesopportunities internally andexternally.

Develops ideas in an innovativemanner within own institution orexternally.

Understands the process ofcommercial exploitation of researchresults. (B7)*

Learns of the value to academia ofestablishing relationships inbusiness/commercial context.

Stimulates, creates and builds extensive relationships in business/commercialcontext.

Establishes recognised reputation for enterprise and knowledge exchange.

Provides strategic leadership and support to others relating to enterprise.

Is highly skilled in getting new technologies and/or new ideas adopted bynon-research specialists/industry.

Acts as advocate for enterprise.

3. Enterprise






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D3



Actively seeks ways to enrichsociety and culture with researchprojects and outputs.

Educates, advises and guides lessexperienced researchers incorporate social responsibility.

Politically astute.

Recognises, understands andappreciates the potential impact ofresearch on society, theenvironment and culture.

Engages in dialogue with thecommunity and/or relevantstakeholders.

Has deeper understanding ofcorporate social responsibility andacknowledges the impact of ownrole within it.

Politically aware.

Develops awareness of the impactof research on wider society and ofthe impact of society, theenvironment and culture onresearch.

Understands concept of corporatesocial responsibility.

Sets example locally, nationally and internationally.

Helps shape departmental/institutional policy and implementation.

Uses politics to advantage.

Sets expectations of staff in respect of corporate social responsibility.

5. Society andculture

Sets example and expectations;takes lead on impact issues fordiscipline/research area and/orinstitution.

Can educate, advise, train andguide peers, researchers and staffin international research issues.

Recognises impact of own andothers’ research as global citizens.

Develops international contacts andnetworks; engages with andunderstands other cultures.

Shows a broad understanding ofthe context in which own researchtakes place, at the national andinternational level. (B1)*

Has global impact.

Takes lead; sets example and agendas, and influences policy on national andinternational scale.

6. Globalcitizenship



