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Executive summary

Researcher Development Framework

Introduction

This model has been developed by the directors of postgraduate studies of the Brighton Doctoral College in consultation with the course leaders of the Professional Doctorate. Previously the university research training framework was delivered in modules. Student and supervisor evaluation indicated that this mode of delivery and assessment feedback could be more timely and responsive to emergent student need.

Currently:

  • 90 per cent of HEIs (including 90 per cent of the Russell Group) are providing their research training through the Vitae RDF in various guises.
  • As part of this a significant number of universities use tailored versions of Epigeum in their Doctoral Colleges as a means of supplementing locally provided doctoral education programmes.
  • Adopting the VITAE RDF will align the University of Brighton’s Doctoral College with the following UK policy:
    • Concordat to support the career development of Researchers.
    • QAA Code of Practice.
    • Expectations within the REF2014 research environment and.
    • Higher Education Excellence in Research Award.

(Society for Research in Higher Education Seminar, 2012)

The implementation of the proposed Brighton RDF will allow:

  • Student-led learning (in consultation with supervisors) from a menu of options (eg. seminars, workshops, Epigeum, conferences, professional organisation’s research training packages). Of note it is not where the student acquires the skills but the learning that has taken place as a result of the learning experience.
  • Students to articulate and evidence development of the research skills required for their doctorate and beyond.
  • Students to demonstrate progression to internal and external audiences (including potential employers).
  • Staff to facilitate the central collation of students’ progress and engagement with learning.

Infrastructure

The VITAE Researcher Development Framework (RDF) "articulates the knowledge, behaviours and attributes of successful researchers and encourages them to aspire to excellence through achieving higher levels of development." The framework is intended to enhance the careers of researchers and developed by and for researchers, in consultation with academic and non-academic employers.

It is proposed the RDF wheel (see figure 1) will be made available to students in the form of an interactive online medium called 'Mahara'. This platform is being trialled via student central with students in the University of Brighton (notably in Education) and for the RDF purpose, with a group of students and supervisors who volunteer to participate in an exploratory review of its utility from the Falmer site. There is currently no charge for this tool.

The student will be able to access the domains under each competency (see figure 1) and will then establish what they will need do in order to meet the competencies related to their research and learning needs as identified in discussion with their supervisors.

The student can determine their personal learning outcomes and how they will undertake learning to inform these outcomes (eg. epigeum/graduate programme/seminar series/workshops/guest lectures/professional modules/external resources).

The competency statements can be defined by a taxonomy ranging from masters to doctoral outcomes that demonstrate progress throughout the registration period.

Figure 1: RDF wheel
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In the autumn it is proposed that a pilot of this initiative will take place in Eastbourne and Falmer. This will include student and supervisor evaluation to be reported to the Doctoral College Board.

Links with administration and central records

The e-portfolio will be accessible to central administration, directors of postgraduate studies and supervisors.

There will be a private folder for student/supervisor access only.

In the longer term, we aim to ensure the life cycle of the research student and their personalised repository will be linked to SITS, the on line registration, annual evaluation and attendance at the student conference.

Progression through the RDF

We propose the programme (RDF) be structured into four phases that reflects the student doctoral journey. They are:

  • Phase 1: Induction – RPA,
  • Phase 2: RPA – Transfer
  • Phase 3: Transfer to submission
  • Phase 4: Post viva – Conferment

This structuring is designed to ensure that students and supervisors are clear of the expectations of the evidence of researcher development at each stage and that these expectations are clear, explicit and understood by all concerned at each and every stage of the PGR journey. Details of the competencies for each of these phases are explained later after the RDF has been introduced (see section 4).

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