Researcher Development Framework - Vitae

1 Researcher DevelopmentFrameworkResearcher DevelopmentFrameworkThe 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 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 , 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 programmes3and the Roberts recommendations for postgraduate researchers and research RDF is not intended to be linked to performance management orreplace locally agreed progression criteria or job 3 4 +/ 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.

2 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 DevelopmentFrameworkVitae , 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to For conditions of use please refer to ISBN: 978-1-906774-18-9 Version 2 April 2011 Researcher DevelopmentFramework2 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.

3 Each of thesixty-three descriptors containsbetween three to five phases,representing distinct stages ofdevelopment or levels of performancewithin that 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 managementInfrastructure and resourcesCareer managementContinuing professional developmentResponsiveness to opportunitiesNetworkingReputation and esteemAnalysingSynthesisingCritical thinkingEvaluatingProblem solvingInquiring mindIntellectual insightInnovationArgument constructionIntellectual riskCommunication methodsCommunication mediaPublicationTeachingPublic engagementEnterprisePolicySociety and cultureGlobal citizenshipEnthusiasmPerseveranceIntegri tySelf-confidenceSelf-reflectionResponsi bilityHealth and safetyEthics, principles and sustainabilityLegal requirementsIPR and copyrightRespect and confidentialityAttribution and co-authorshipAppropriate practicePreparation and prioritisationCommitment to researchTime managementResponsiveness to changeWork-life balanceResearch strategyProject planning and deliveryRisk managementCollegialityTeam workingPeople managementSupervisionMentoringInfluence and leadershipCollaborationEquality and diversitySubject knowledgeResearch methods: theoretical knowledgeResearch methods.

4 Practical applicationInformation seekingInformation literacy and managementLanguagesAcademic literacy and numeracyEngagement, influence and impactThe knowledge and skills to work with others and ensure the wider impact of and intellectual abilitiesThe knowledge, intellectual abilities and techniques to do governance and organisationThe knowledge of the standards, requirements and professionalism to do effectivenessThe personal qualities and approach to be an effective DDomain ADomain CDomain BKnowledge base (A1)Finance, funding and resources(C3) Creativity(A3)Professional conduct(C1)Cognitive abilities(A2)Research management(C2)Professional and career Development (B3)Working with others(D1)Self-management(B2)Communicati on and dissemination(D2)Personal qualities(B1)Engagement and impact(D3) Vitae , 2010 CareersResearchandAdvisoryCentre(CRAC) DevelopmentFrameworkVitae , 2010 Careers Research and Advisory Centre (CRAC) Limited.

5 To ensure that this is the latest version of this document please go to For conditions of use please refer to ISBN: 978-1-906774-18-9 Version 2 April 20113 Researcher DevelopmentFrameworkStimulates 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 to the integrity and future vibrancy of the discipline/research international 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 knowledge in international , at least, core knowledge andbasic understanding of keyconcepts, issues and history of recent advances withinown research area and in relatedareas.

6 (A3)*Is working towards making anoriginal contribution to developing a broader awarenessof international and non-academicaspects of knowledge A: Knowledge and intellectual abilitiesThis domain contains the knowledge and intellectual abilities needed to be able to carry out excellent and descriptorsPhase 1 Phase 2 Phase 3 Phase 4 Phase 5 Knowledge baseRecognises the value of alternative research paradigms and is able to work in,and support others working in, an inter-disciplinary the value of a range ofstandards and methods/techniquesfor information/data collection andanalysis; assesses anddemonstrates usefulness andvalidity of information/data in thecontext of a 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 Researchmethods theoreticalknowledge Creates new models and hypotheses, research designs, data collection andanalysis expectations for application of methods locally, nationally research approach andapplies a range of appropriatemethods and techniques and evaluates researchprocesses, using statistics whereappropriate.

7 Uses a range of research methodslinked to study area; documentsown growing competence in ownsubject area and is developingawareness of alternative methodsand analysis and guides others in theappropriate selection and use ofresearch design, information/datacollection, information/datamanagement, analysis Researchmethods practicalapplication 1. SubjectknowledgeVitae , 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to For conditions of use please refer to * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils : 978-1-906774-18-9 Version 2 April 20114 Researcher DevelopmentFrameworkShows highly developed awareness of appropriate sources for a range of specialist print and on-line resources, as bibliometrics and citations to best advantage and with a high level of others in information/data seeking, accessing, evaluating and verifying advanced searchesusing a range of informationsoftware, resources andtechniques; recognises theiradvantages and the importance ofbibliometrics and and develops search anddiscovery skills and techniques.

8 Identifies and accesses appropriatebibliographical resources, archivesand other sources of relevantinformation (C3)* includingweb-based resources, primarysources and best use of a range ofcurrent tools and techniques. Assesses the reliability, reputation,currency, authority and relevance of feedback from relevantgroups to access other insights. A1 Sub-domains and descriptorsPhase 1 Phase 2 Phase 3 Phase 4 Phase 5 Knowledge base4. Informationseeking Advises and educates peers, lessexperienced researchers, studentsand staff in discipline/researcharea-specific information/datamanagement techniques, datasecurity, legal and new techniques for information abreast of and anticipates trends in the design and use ofinformation/data collection, analysis and 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.

9 Has knowledge of purpose ofmetadata. 5. Informationliteracy andmanagementBecomes fluent/expert in additional relevant language(s).Learns additional language(s),including technical, appropriate forresearch and career excellent knowledge oflanguage(s) appropriate forresearch, including technicallanguage. 6. LanguagesDesigns and executes systems forthe acquisition and collation ofinformation using informationtechnology appropriately ( wordprocessing, spreadsheets,simulation systems, databases).(C2, C4)*Develops awareness ofinformation/data security andlongevity where to obtain expertadvice, information/datamanagers, archivists and , 2010 Careers Research and Advisory Centre (CRAC) Limited. To ensure that this is the latest version of this document please go to For conditions of use please refer to * Joint Statement of the UK Research Councils Training Requirements for Research Students, 2001, UK GRAD Programme and the Research Councils : 978-1-906774-18-9 Version 2 April 20115 Researcher DevelopmentFrameworkHas high level academic literacy and numeracy across a range of contexts and communication media.

10 Keeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for thediscipline/research , advises and guides others in academic literacy and numeracy skills, as to develop academicliteracy abilities within widercontexts; understands the literacyrequirements for differentcommunication media. Develops capabilities in IT anddigital technology, as complex ideas with analytical or statistical procedures in relateddisciplines/research areas andcontinues to develop to understand, interpret,create and communicateappropriately within an grammatically andsyntactically correct content in a style appropriate topurpose (E1)* and context forspecialist and mathematically competent toundertake research in owndiscipline/research area;understands and applies anystatistics that may be used in thediscipline/research area; analysesdata and uses appropriatecomputer IT literate and competent in usinginformation and digital and descriptorsPhase 1 Phase 2 Phase 3 Phase 4 Phase 5 Knowledge base7.