Researcher Development Framework RDF Vitae PDF

Researcher
Development
Framework
Researcher
Development
Framework
The Framework is designed for:
Researcher researchers to evaluate and plan their professional development
Development managers and supervisors of researchers in their role supporting

the development of researchers
trainers, developers, human resources specialists and careers
Framework advisors in the planning and provision of support for researchers
development.
It will also be of interest to employers to understand the portfolio of

Overview skills unique to researchers and their potential as highly-valued
The Researcher Development Framework (RDF) is a major employees, individuals interested in becoming researchers, and
new approach to researcher development, to enhance our researchers looking to move into higher education from other sectors.
capacity to build the UK workforce, develop world-class Policymakers, funders of researchers and other stakeholders will find
researchers and build our research base. the associated Researcher Development Statement (RDS)1 a useful
strategic overview of the RDF.
The RDF is a professional development framework for
planning, promoting and supporting the personal, The RDF supports the implementation of the Concordat to Support
professional and career development of researchers in the Career Development of Researchers2, the QAA Code of practice
higher education. It articulates the knowledge, behaviours for research degree programmes3 and the Roberts
and attributes of successful researchers and encourages recommendations for postgraduate researchers and research staff4.
them to realise their potential.
The RDF is not intended to be linked to performance management or
replace locally agreed progression criteria or job requirements.
1
www.vitae.ac.uk/rds
2 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
Researcher
Development 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
Framework ISBN: 978-1-906774-18-9 Version 2 April 2011 1
Collegiality
Team working Subject knowledge
People management Research methods: theoretical knowledge
Supervision Research methods: practical application
Mentoring Information seeking
Influence and leadership Information literacy and management
Structure Collaboration Languages
Academic literacy and numeracy
Equality and diversity
The RDF has been created from empirical data, ers Kno
h oth wled
g wit ge b
collected through interviewing researchers, Workin
(D1) (A1) ase Analysing
Communication methods Synthesising
to identify the characteristics of excellent
on nd
C
2) ati a
og
Communication media Critical thinking
(D in tion
ni (A
researchers expressed in the RDF as Publication Evaluating
tiv 2
em ca
e )
ss ni
Problem solving
ab
descriptors. The descriptors are
di mu
ili
om
tie
structured in four domains and twelve
s
C
sub-domains, encompassing the Teaching Inquiring mind
Public engagement Engagement, Knowledge and
impa t
Intellectual insight
en
Crea )
(D3) ct
knowledge, intellectual abilities, Enterprise influence and impact intellectual abilities
gem
Innovation
(A3
Policy The knowledge and skills to The knowledge, intellectual
tivity
techniques and professional standards Argument construction
Enga
work with others and ensure abilities and techniques
and
Society and culture Intellectual risk
to do research, as well as the personal the wider impact of research. to do research.
Global citizenship
Domain D Domain A
qualities, knowledge and skills to work
with others and ensure the wider
(B1) lities
Health and safety Domain C Domain B
Prof duct
Ethics, principles and Enthusiasm
impact of research. Each of the
qua
Perseverance
con )
sustainability Research governance Personal
essio
(C1
Legal requirements and organisation effectiveness Integrity
sixty-three descriptors contains
onal
IPR and copyright Self-confidence
nal
The knowledge of the The personal qualities and
Pers
between three to five phases, Respect and confidentiality standards, requirements approach to be an effective Self-reflection
Attribution and co-authorship and professionalism to do researcher. Responsibility
representing distinct stages of research.
Appropriate practice
t
en
development or levels of performance
Re nag C2)
m
2) em
se em
a (
(B ag
Preparation and prioritisation
ar e
within that descriptor.
an
ch nt
Research strategy Commitment to research
m
lf-
Project planning and delivery Time management
Se
Risk management Fina nd
nce, nal a ent Responsiveness to change
The RDF has been incorporated into a and fun
reso ding essio
ur Prof developm Work-life balance
downloadable Professional Development (C3) ces care
er
(B3)
Planner to enable researchers to identify the
Income and funding generation Career management
areas in the framework they want to develop further Financial management Continuing professional development
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Researcher
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
A1 Knowledge base
1. Subject Has, at least, core knowledge and Develops detailed and thorough knowledge/understanding of own and related Stimulates new knowledge; may make outstanding breakthroughs. Considers
knowledge basic understanding of key subject areas and becomes familiar with associated areas in other multiple perspectives.
concepts, issues and history of disciplines/research areas.
Has deep and holistic understanding of strategic direction and intellectual
thought.
Demonstrates link between own research and real world affairs. developments of discipline/research area and its inter-relatedness with other
Knows of recent advances within disciplines/research areas. Uses this knowledge to enrich own
Situates knowledge in international context.
own research area and in related discipline/research area.
areas. (A3)*
Contributes to the integrity and future vibrancy of the discipline/research area.
Is working towards making an Exercises international influence.
original contribution to knowledge.
Is developing a broader awareness
of international and non-academic
aspects of knowledge creation.
2. Research Understands relevant research Appreciates the value of a range of Combines and justifies Recognises the value of alternative research paradigms and is able to work in,
methods methodologies and techniques and standards and methods/techniques methods/techniques designed and support others working in, an inter-disciplinary way.
theoretical their appropriate application within for information/data collection and specifically for an investigation in
knowledge own research area. (A4)* analysis; assesses and a flexible and vigorous manner.
demonstrates usefulness and
Justifies the principles and
validity of information/data in the
experimental techniques used in
context of a specific
own research. (B6)*
problem/question.
3. Research Uses a range of research methods Develops research approach and Educates and guides others in the Creates new models and hypotheses, research designs, data collection and
methods linked to study area; documents applies a range of appropriate appropriate selection and use of analysis techniques.
practical own activity. methods and techniques with research design, information/data
Sets expectations for application of methods locally, nationally and
application confidence. collection, information/data
Shows growing competence in own internationally.
management, analysis and
subject area and is developing Documents and evaluates research
methods/techniques.
awareness of alternative methods processes, using statistics where
and analysis techniques. appropriate.
Researcher 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
Development * 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
Sub-domains
A1 Knowledge base
4. Information Acquires and develops search and Conducts advanced searches Shows highly developed awareness of appropriate sources for research.
seeking discovery skills and techniques. using a range of information
Uses a range of specialist print and on-line resources, as appropriate.
software, resources and
Identifies and accesses appropriate
techniques; recognises their Manages bibliometrics and citations to best advantage and with a high level of proficiency.
bibliographical resources, archives
advantages and limitations.
and other sources of relevant Educates others in information/data seeking, accessing, evaluating and verifying techniques.
information (C3)* including Recognises the importance of
web-based resources, primary bibliometrics and citations.
sources and repositories.
Makes best use of a range of
current tools and techniques.
Assesses the reliability, reputation,
currency, authority and relevance
of sources.
Seeks feedback from relevant
groups to access other insights.
5. Information Designs and executes systems for Develops awareness of the Advises and educates peers, less Develops new techniques for information management.
literacy and the acquisition and collation of creation, organisation, validation, experienced researchers, students
Keeps abreast of and anticipates trends in the design and use of
management information using information sharing, storing and curation of and staff in discipline/research
information/data collection, analysis and preservation.
technology appropriately (e.g. word information/data and the associated area-specific information/data
processing, spreadsheets, risks. management techniques, data
simulation systems, databases). security, legal and ethical
Understands legal, ethical and
(C2, C4)* requirements.
security requirements involved in
Develops awareness of information/data management,
information/data security and especially over time.
longevity issues.
Has knowledge of purpose of
Knows where to obtain expert metadata.
advice, i.e. information/data
managers, archivists and librarians.
6. Languages Has excellent knowledge of Learns additional language(s), Becomes fluent/expert in additional relevant language(s).
language(s) appropriate for including technical, appropriate for
research, including technical research and career development.
language.
Sub-domains
A1 Knowledge base
7. Academic Ability to understand, interpret, Continues to develop academic Has high level academic literacy and numeracy across a range of contexts and communication media.
literacy and create and communicate literacy abilities within wider
Keeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for the
numeracy appropriately within an academic contexts; understands the literacy
discipline/research area.
context. requirements for different
communication media. Educates, advises and guides others in academic literacy and numeracy skills, as appropriate.
Prepares grammatically and
syntactically correct content for Develops capabilities in IT and
presentations. digital technology, as appropriate.
Writes in a style appropriate to Presents complex ideas with clarity.
purpose (E1)* and context for
Understands analytical or
specialist and non-specialist
statistical procedures in related
audiences.
disciplines/research areas and
Is mathematically competent to continues to develop mathematical
undertake research in own ability.
discipline/research area;
understands and applies any
statistics that may be used in the
discipline/research area; analyses
data and uses appropriate
computer packages.
Is IT literate and competent in using
information and digital technology.
A2 Cognitive abilities
1. Analysing Critically analyses and evaluates Has well developed analytical abilities with knowledge of a range of methods. Has outstanding analytical abilities.
own findings and those of others. Willing to learn new ones.
(A5)*
Develops the analytical understanding of less experienced researchers and
Validates datasets of others. staff.
2. Synthesising Sees connections between own Critically synthesises new and Makes imaginative leaps of understanding across disciplines/research areas/agendas and beyond academia.
research and previous studies. complex information from diverse
Benefits from guidance with sources.**
synthesising information/data and
Recognises patterns and
ideas.
connections beyond own
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
Researcher * 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
Development **Original source: Irish Universities PhD Graduates Skills, IUA, 2008 http://www.iua.ie/publications/documents/publications/2008/Graduate_Skills_Statement.pdf
Sub-domains
A2 Cognitive abilities
3. Critical thinking Able to understand argument (oral Recognises significant and Is proficient and confident in Is a creative critical thinker, acknowledged nationally and internationally.
and textual) and articulate own important arguments and can applying critical thinking skills.
Stimulates critical thinking at discipline/research area and policy levels.
assumptions; developing evaluate the assumptions of others.
Stimulates critical thinking in less
independent and critical thinking.
Is capable of original, independent experienced researchers and
Has the ability to recognise and and critical thinking and has the peers.
validate problems. (A1)* ability to develop theoretical
concepts. (A2)*
Recognises multiple ways of
knowing and alternative paradigms. Makes sound and realistic
judgements based on evidence.
4. Evaluating Summarises, documents, reports Evaluates progress, impact and Monitors and evaluates progress, Creates evaluation processes and evaluates progress, impact and outcomes
and reflects on progress. (A6)* outcomes of peer researchers impact and outcomes of a range of for national/international organisations and/or projects.
activities. other researchers activities.
Evaluates the impact and outcomes
of own research activities. Advises and guides less Effectively manages difficult
experienced researchers on the criticism.
Assesses the quality, integrity and
quality, integrity, authenticity and
authenticity of primary and
validity of primary and secondary
secondary research
research information/data.
information/data.
Is able to provide and accept
Accepts and gives constructive
constructive criticism at appropriate
criticism.
times.
5. Problem solving Isolates basic themes of own Formulates and applies solutions to Identifies new trends, complex Leads a research agenda by making major contributions to understanding.
research; formulates basic research a range of research problems and questions and broader problems;
Asks the pertinent questions and designs projects that challenge traditional
questions and hypotheses. effectively analyses and interprets designs substantial projects.
thinking in general and progress research themes.
research results.**
Challenges particular hypotheses
and refines them in the light of results.
A3 Creativity
1. Inquiring mind Demonstrates a willingness and Identifies and asks useful, Sees beyond immediate questions Anticipates cutting-edge questions.
ability to learn and acquire challenging questions; always to unexplored areas.
Encourages challenge and inspires curiosity.
knowledge. (D1)* curious.
Confidently enquires, challenges
Demonstrates flexibility and and questions.
open-mindedness. (D3)*
Develops a style of questioning and
questioning technique.
Sub-domains
A3 Creativity
2. Intellectual Absorbs and appropriates ideas; is Recognises new trends; is Identifies where discipline/research Makes connections between Provides outstanding breakthrough
insight intellectually astute. insightful; goes beyond the obvious. area is going and to some extent previously unrelated issues. thinking for the discipline/research
influences the intellectual agenda. area and has strategic input to other
Creates ideas and opportunities by Develops own conceptual Influences and stimulates the
disciplines/research areas.
investigating/seeking information. approach/understanding of Independently and confidently intellectual agenda for the
intellectual position. shares own lateral thinking. discipline/research area.
Shows initiative and works
independently. (D7)*
3. Innovation Understands the role of innovation Exercises critical judgement and Goes beyond recognising to realise the potential of ideas. Drives and delivers A visionary; challenges traditional
and creativity in research. (D2)* thinking to create new and/or innovative research projects. viewpoints.
imaginative ways of
May engage in inter-disciplinary Encourages, inspires and works with others; actively seeks collaborations for
understanding.**
research. inter-disciplinary research.
Develops new ways of working on a
topic and has innovative ideas.
Identifies which ideas are likely to
be successful.
4. Argument Constructively defends research Rigorous in argument construction Produces finely honed argument rapidly.
construction outcomes. (E3)* and production of evidence.
Educates, advises and guides others in argument construction.
Provides some evidence in support Produces convincing arguments to
of ideas. defend research theses.
Structures arguments clearly and
concisely.
5. Intellectual risk Tests the boundaries, is willing to Challenges the status quo in thinking within discipline/research area. Pioneering; takes intellectual risks appropriately.
expose ideas to a critical audience
and to critically appraise other
research.
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.
Sub-domains
B1 Personal qualities
1. Enthusiasm Maintains enthusiasm and motivation for own research. Is passionate about research: enthuses others; inspires enthusiasm in the Inspires communities of
discipline/research area. international researchers.
Recognises the need for passion and pride in own work.
Is highly motivated even when work is mundane.
2. Perseverance Demonstrates self-discipline, motivation and thoroughness. (D5)* Perseveres through difficulties while Perseveres steadfastly and leads Dedicated and stimulated by
supporting others. the way for others. obstacles and challenges.
Perseveres in the face of obstacles and set-backs but benefits from peer,
supervisor or leader support. Is developing some resilience. Is resilient.
Deals effectively with the routine aspects of research.
3. Integrity Understands and demonstrates Acts with professional integrity and Acts as exemplar to and advises Sets expectations and standard of Shapes policy and procedures of
standards of good research honesty, takes especial care in peers and less experienced conduct. good practice in research in the HE
practice in the institution and/or information/data handling and members of staff, respecting their sector, professional associations
Advises all staff and contributes to
discipline/research area. (B3)* dissemination and engagement views and engaging effectively in and bodies.
institutional and disciplinary
with others discussion.
Seeks guidance as necessary. policy/practice.
Demonstrates standards of good
research practice without need for
guidance and encourages
professional integrity in others.
4. Self-confidence Aware of some personal abilities Aware of range of own skills and Is confident of own skills and ideas Comfortable that own ideas are Seeks out sophisticated challenges
and willing to demonstrate them. enjoys demonstrating them. in the face of strong challenge likely to be radical/unusual; has to any new/unusual/radical ideas.
seeks challenges. self-confidence to initiate challenge
Recognises boundaries of own Able to defend ideas in the face of Inspires confident behaviour in
and engage with others.
knowledge, skills and expertise and reasonable challenge both from Builds a range and variety of others.
draws upon and uses sources of colleagues and others. support structures. Maintains a variety of support
support, as appropriate. (D6)* structures.
Self-reliant; (D7)* capable of Contributes to others support;
directing others. recognises need for collegiality. Develops confidence in others.
Sub-domains
B1 Personal qualities
5. Self-reflection Makes time to reflect on practice Has heightened awareness of own Continuously seeks ways to improve own performance and that of less experienced researchers and/or
and experience. strengths and weaknesses. team/department/institution.
Develops strengths and improves Strives for excellence, seeks and Encourages self-reflection in others.
on weak areas.
takes personal feedback on
Seeks personal feedback. Leads by example.
performance and acts on it.
Learns from mistakes.
6. Responsibility Gradually takes complete Takes responsibility for own and Accepts and takes responsibility for Has leading responsibility for delivering highly skilled researchers for
responsibility for own project and others projects (students and less building/leading research team and academic and non-academic professions. Is responsible for leading the
own well-being; develops experienced colleagues). developing its members. discipline/research area nationally and/or internationally.
independence.
Delegates responsibly. Engages in and encourages the Engages in and encourages the development of well-being in academic and
development of well-being in other non-academic colleagues.
Alert to the well-being of others.
researchers/the team.
B2 Self-management
Plans, balances and responds effectively and appropriately to change and the
1. Preparation and Prepares and plans project to meet Takes strategic view of project; Anticipates future directions and unexpected.
prioritisation objectives and, with support, is able prioritises, plans and is forward trends in research, prepares for the
to adapt if necessary. thinking; deals with the unexpected. unexpected. Gives evidence for the need for change of priorities. Prioritises and switches
focus between multiple projects/tasks.
Recognises good ideas.
Influences environment; has long-term strategic vision.
Sees the gaps and opportunities in
project plans and evaluates the
changes needed.
2. Commitment to Commits to and completes first Evaluates and manages potential Has a purposeful and determined focus on developing excellence in research, Determines to leave a legacy of
research project and establishes research distractions. Dedicated: has taking it from the ordinary to the extraordinary. inspirational research.
credentials. purposeful and determined focus
on developing own research and
research credentials.
3. Time Manages own time effectively to Is establishing own time Has established own time management skills, advises others and acts as role model.
management complete research project; adheres management systems: delivers
Manages multiple or complex projects to time; balances constraints.
to clear plan. projects on schedule, responds
flexibly.
4. Responsiveness Adapts approach when required to; Adapts to changes; balances risk Engages with change; expects change Embraces change and anticipates Promotes change and contributes
to change seeks guidance and recognises and opportunity. Knows when to and is prepared for it, manages risk risk. Responds decisively, coaches to institutional change initiatives; is
risks. seek advice and reassurance. accordingly. Advises and reassures and reassures others. willing to take reputational risk.
less experienced researchers.
Researcher
Sub-domains
B2 Self-management
5. Work-life balance Is developing an awareness of Maintains an acceptable work-life Actively maintains attention to work-life balance issues. Promotes an effective work-life balance for self and team.
work-life balance issues. balance and manages pressure. Sensitive to signs of pressure on and stress in colleagues, students and staff; provides support, advice and
management where necessary.
Uses support and advisory Notices and helps manage the
resources when necessary to avoid pressure on colleagues and less Influences departmental, institutional or disciplinary policies on work-life balance and well-being.
undue pressure and to enhance experienced researchers.
personal well-being.
Considers the needs of others.
B3 Professional and career development

1. Career Takes ownership for and manages Forms credible career plans;** Is in process of establishing career Is an established researcher. Is an exceptional career role model:
management own career progression, sets critically reflects on experiences trajectory; uses networks and an exemplar and inspiration to
Maintains career momentum.
realistic and achievable career and pursues a cycle of coaching opportunities to manage others.
Extends and manages career
goals, identifies and develops ways self-improvement.** own career.
networks. Engages in succession planning.
to improve employability. (G2)*
Seeks advice, guidance or Actively develops less experienced
Acts as role model; creates
Presents own skills, personal coaching from appropriate researchers and staff. Coaches
opportunities for others and
attributes and experiences through professionals others for specific academic
nurtures researchers careers.
effective CVs, applications and activities.
Initiates and sustains networks and
interviews. (G4)*
relationships that may encourage Uses networks to enhance the
Begins to establish a career opportunities for employment.** employability of others.
network.
2. Continuing Demonstrates self-awareness and Becomes familiar with employers Has realistic view of own potential in Acts as continuing professional development role model for others.
professional the ability to identify own requirements and develops skills academic or non-academic job
Is influential in setting standards and devising criteria to define the skills
development development needs. (D4)* accordingly. market and adapts career
required of professional researchers.
development plans appropriately.
Appreciates the need for and shows Actively seeks opportunities to
Contributes to the culture of continuing development within own institution and
commitment to continuing enhance skills and take Supports and encourages the
professional development. (G1)* responsibility, formally or informally, continuing professional
within a research environment. development of others. Helps Actively acquires information and feedback on matters affecting the direction
Recognises transferability of own
others make informed decisions in of discipline/research area/department/institution and on colleagues and less
experience and articulates this to Maintains a portfolio of achievement
the light of employers experienced researchers in relation to their professional development.
potential employers or line and experience.
requirements.
managers.
Reflects on skills and creates
Develops and maintains own
opportunities to develop further.
records of achievement and
Demonstrates, with evidence,
experience.
initiative and competence in a wide
range of contexts.
Sub-domains
B3 Professional and career development

3. Responsiveness Demonstrates an insight into the Seeks out appropriate opportunities Recognises, creates and confidently acts on opportunities with the potential to develop own career within or outside
to opportunities transferable nature of research skills to enhance employability and may academia.
to other work environments and the gain international experience; has
Understands the complexity of the academic job market; able to advise others effectively and in a sensitive manner.
range of career opportunities within realistic and mature approach to job
and outside academia. (G3)* search including positions outside Actively creates and champions opportunities for others within and outside academia. Is responsive to collaborative
academia. opportunities across disciplines/research areas and with non-academic organisations.
Understands and takes advantage
of a broad range of employment
and professional development
opportunities within and outside
academia, including work
experience and internships.
4. Networking Develops and maintains co-operative networks and working relationships with Shares external networks with less Leads networks. Has influential connections with
supervisors, colleagues and peers, within the institution and the wider experienced researchers/students. significant bodies and
Has national, international and
research community. (F1)* organisations; has high impact on
Builds professional rapport. policy-making network connections
society through academic and
Uses personal and/or online networks effectively for feedback, advice, critical Becomes respected member of with academic and non-academic
non-academic bodies and
appraisal of work and for responding to opportunities. learned society(ies). bodies and organisations, and in
organisations.
public and private research and
Engages with learned societies and public bodies.
development areas.
5. Reputation and Speaks with authority on own topic. Maintains position in debates about Has an established and growing Is a leading, well-known national Is globally renowned; becomes
esteem own research areas. reputation in own and, possibly, authority and speaker on own focal international authority and leading
Begins to be known as a good
other disciplines/research areas; topic and related areas and in some speaker on own focal topic and
researcher. Is establishing a reputation in the
increasing research esteem. international arenas. related areas.
discipline topic/research area and
locally. Conducts peer review internally and Acts as reviewer for external chairs. Actively champions the reputation of
acts as reviewer for projects and the discipline/research area and
Actively promotes the reputation
journals. own institution.
and esteem of department/team,
Supports the development of the colleagues, peers and less
reputations of less experienced experienced researchers.
researchers.
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
C1 Professional conduct
1. Health and safety Understands relevant health and Recognises the significance and Sets expectations, educates, trains Determines departmental/local Shapes policy and procedures of
safety issues and demonstrates relevance of health and safety and guides peers and less expectations on health and safety own institution, national or
responsible working practices. (B4)* regulation and guidance. Sets experienced researchers in health matters. Educates, trains, guides international professional
example, can educate and advise and safety. and disciplines students and staff. associations/bodies
Takes responsibility for own work
peers and less experienced
space. Aware of impact on others Manages and takes responsibility Determines institutional policy
researchers/students.
and wider environment. for health and safety within and/or contributes ideas to national
Takes responsibility for immediate department. policy.
work environment and people in it.
2. Ethics, Understands and applies the Makes own ethical judgements Sets expectations and ensures Determines appropriate ethical Shapes policy and procedures of
principles and relevant codes of conduct and about work and advises less ethical principles are adhered to conduct for discipline/research the HE sector and professional
sustainability guidelines for the ethical conduct of experienced researchers and within own research environment. area; advises policy makers. associations/bodies.
research; seeks advice from students. Challenges potential or Educates and advises peers and
Drives local environmental policy Promotes public understanding of
supervisor. actual unethical behaviour of less experienced members of staff.
and promotes sustainable the ethical issues raised by
others.
Demonstrates awareness of issues Acts as exemplar, advises peers approach to research among research.
relating to the rights of other Acts and works in a responsible and staff on environmental issues; colleagues/department.
researchers, of research subjects, way to create a sustainable promotes sustainable attitude to
and of others who may be affected environment. research among less experienced
by the research. (B2)* researchers.
Is mindful of own impact on the
environment. Understands how to
behave and work in a sustainable
way.
Understands the concept of
corporate social responsibility;
seeks guidance as necessary.
3. Legal Has basic understanding of legal Understands the legal obligations of Assumes, for the local research Advises staff and contributes to Shapes policy and procedures of
requirements requirements surrounding research, the profession and can advise context, responsibility for working institutional policy. the HE sector and professional
e.g. Data Protection Act, Freedom of peers and less experienced within the legal framework; sets associations/bodies.
Ensures that students and staff
Information Act, Equality Act 2010 researchers, especially on expectations, advises peers and
have equality of opportunity and are Leads by example.
and equivalent Northern Irish ownership of data and the less experienced members of staff.
treated fairly.
legislation. requirements of the Data Protection
Act. (B2)*
Sub-domains
C1 Professional conduct
4. IPR and Has basic understanding of data Has sufficient understanding of Sets local expectations among staff/team/department. Shapes policy and procedures of
copyright ownership rules as they apply to copyright, (B2)* IPR, licensing to the HE sector and professional
Engages in the commercialisation of intellectual property where appropriate.
own research. advise peers and less experienced associations/ bodies.
researchers. Advises all staff and contributes to institutional policy.
Understands the value of open
access of research outputs to
researchers and the wider society.
Manages the deposit of research
outputs, open and wider access,
and the Creative Commons lisense.
5. Respect and Within own research respects the Advises peers and less Sets expectations, advises peers Directs local policy, advises all staff Shapes policy and procedures of
confidentiality right of participants to experienced researchers on and less experienced members of and contributes to institutional the HE sector and professional
confidentiality and anonymity. respect, confidentiality (B2)* and staff. policy. associations/bodies.
anonymity.
Respects colleagues.
Encourages others to respect
colleagues; challenges those who
do not respect others.
6. Attribution and Understands concept of attribution Advises peers and less Sets expectations, advises peers Directs local policy, advises all staff Shapes policy and procedures of
co-authorship (B2)* and applies it consistently and experienced researchers on and less experienced members of and contributes to institutional the HE sector and professional
fairly to appropriately recognise bibliometrics and citation practice. staff. policy. associations/bodies.
contributions and co-authorships.
Seeks advice on local codes of
conduct.
7. Appropriate Understands and adheres to the rules Has sufficient understanding of the Sets expectations, advises peers Directs local policy, advises all staff Shapes policy and procedures of
practice and regulations concerning academic rules of academic malpractice to and less experienced members of and contributes to institutional policy. the HE sector and professional
malpractice (B2)* in the institution in advise peers and less experienced staff. associations/bodies.
Is involved in decisions regarding
which based and of professional body researchers. Challenges
malpractice.
and funder, if appropriate. malpractice.
C2 Research management
1. Research Aware of how own research aligns Ensures research contributes to the discipline/research area and own Shapes and influences broader research agenda.
strategy with the research strategy of the institution and also to wider aims of all stakeholders, the public and the
institution and strategic focus of the business sector.
Develops understanding of broader
context of research.
Sub-domains
C2 Research management
2. Project planning Applies effective project Independently defines a Defines large research projects, Effectively manages multiple research projects and both the research agenda
and delivery management through the setting of manageable research project. draws up long-term plans for and bureaucracy for various projects.
research goals, intermediate research.
Understands project management Able to take unpopular but evidence-based appropriate decisions.
milestones and prioritisation of
cycles and is able to draw on a Uses range of project management
activities. (C1)*
range of project management strategies.
Acts on decisions agreed with techniques and tools.
Clarifies priorities; sets expectations,
supervisor/line manager and
Allows for wider public access to keeps project on track.
delivers results.
and long-term preservation of
research information/findings.
Manages problems and conflict.
3. Risk Makes basic risk assessment and is Assesses risks in own research Conducts thorough risk analysis for Accepts responsibility for risk Shapes policy on risk management
management able to manage risks in own project environment, takes responsibility for self, team and others; quick to management; educates and for the HE sector and professional
with support. others in that environment. identify risks and confidently advises others. associations/bodies
manages them.
Aware of risks in virtual Aware of risks to research Determines and directs procedures/
environments and when using information over time. expectations for own institution.
interactive communication
technologies.
C3 Finance, funding and resources
1. Income and Understands the processes for Has broad awareness and Aware of wider economic context. Understands funding complexities and Influences funding policy within the
funding funding and evaluation of research. knowledge of key relevant funding variety of sources for funding. Educates, advises and guides others on income HE sector and professional
generation (B5)* sources and grant application and funding generation. associations/bodies.
procedures.** Recognises the
Writes own research proposal. Applies for increasingly larger grants, seeking alternative sources. Engages in
significance of income and funding
income generation for own institution.
generation for own institution.
Supports funding applications led by others.
Applies for small grants/fellowships
successfully.
2. Financial Understands the basic principles of Has knowledge of required financial Is expert in the use of required Helps shape/contributes to funding policy and financial management
management financial management. management systems. financial management systems for processes and commercial awareness in institution /department.
audit tracking and budgetary planning.
Has some commercial awareness. Keeps basic accounts and
reconciles them. Understands institutional and national
financial systems for supporting
Manages own grant.
research.
Develops deeper commercial
Manages multiple budgets; educates,
awareness.
advises and guides others.
Sub-domains
C3 Finance, funding and resources

3. Infrastructure Makes efficient use of available Makes creative use of available Contributes to the planning and Drives/directs/influences internal use of infrastructure and resources.
and resources resources. resources; cultivates useful resource management of the
Contributes to institutional administration and governance; chairs high level
connections. department; accepts responsibility
Knows immediate academic institutional committees.
for own and others actions.
system/work environment, Aware of research organisations
Makes persuasive arguments for the allocation of resources and appropriate
departmental or faculty. reporting mechanisms and house Procures and maintains resources
infrastructure.
styles, and of procurement law and appropriate to range of projects;
best practice. mindful of economies of scale.
Recognises corporate culture and
what is acceptable within it;
acknowledges the impact of own
role within it.
Researcher
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
D1 Working with others

1. Collegiality Shows consideration to others. Is approachable, demonstrates Keeps people informed of wider Exemplar for collegial behaviour in department/institution.
interpersonal sensitivity. institutional issues. Promotes
Listens, gives and receives Cascades knowledge.
collegiality, regardless of status.
feedback and responds Ensures everyone has a shared
Solicits and attends to feedback from colleagues at all levels.
perceptively to others. (F3)* understanding. Engages in supportive peer review
with colleagues.
2. Team working Understands own behaviours and Understands leadership in team Leads, manages and delegates Recruits, trains and builds sustainable team; develops staff and facilitates
impact on others when working in environments; recognises the impartially. relationships.
and contributing to the success of strengths of team members and
Is sensitive to intentions, needs and Collaborates with key figures/teams internationally.
formal and informal teams. (F2)* works effectively to achieve mutual
positions of team members; acts
goals.**
Appreciates contributions of other accordingly to achieve success.
team members including Coaches less experienced
Manages expectations and resolves
non-academic members. Thanks researchers and students.
conflict.
people for their contribution.
Gives credit to people for their
Coaches team members; helps
contribution.
team members clarify their roles
Builds support and coalitions to and responsibilities.
attain goals
Acknowledges the results of the
team.
Actively seeks collaborative
partners.
Sub-domains

3. People Negotiates activities and deadlines Develops own management style. Has established an independent Creates nurturing/supportive culture for others.
management with supervisor/line manager. personal management style.
Supervises/manages and develops Ensures the implementation of equality and diversity policies.
less experienced researchers and Rewards good performance and
Leads by example, inspires others, communicates vision.
students with sensitivity. deals effectively with
under-performance.
States clear expectations, clarifies
goals and negotiates realistic Explains the rationale behind
deadlines so that people know what decisions and the importance of
is expected of them. issues.
Sets an example in relation to Ensures appropriate equality and
equality and diversity matters; diversity policies and procedures
challenges inappropriate behaviour. are implemented.
Motivates and encourages others. Empowers others.
4. Supervision Engages in peer support and Provides support and advice to Encourages the development of autonomy in others.
evaluation, and undergraduate peers and less experienced
Takes on lead supervisor role. Supports the development of supervision skills in others.
support and assessment. researchers.
Keeps up to date with supervision policy and procedure.
Takes on co-supervision role.
Actively seeks feedback on own supervisory skills and techniques; provides feedback for less experienced colleagues.
Welcomes feedback on own
supervisory skills.
5. Mentoring Effectively supports the learning of Develops skills as a mentor and Acts as mentor to less experienced Is a role model. Shares networks; creates opportunities for others.
others when involved in teaching, uses own mentorship effectively. colleagues.
Shapes the mentoring strategy of own institution.
mentoring, demonstrating or other
Encourages peers and less Helps mentees and other people to
research activities. (E5)* Involves people in decision making and leadership roles, promoting their
experienced researchers to present see opportunities and take up new
autonomy.
Recognises the importance of at conferences, write and publish challenges.
mentorship and receiving joint or individual papers. Nurtures talent; develops skilled researchers.
Identifies potential in others;
mentoring.
Acts as a mentor to students. empowers people.
Sets challenges but builds and
develops confidence; manages the
over-confident.
Sub-domains

6. Influence and Engages in debate and invites Influences and leads less Takes responsibility for key areas of Highly influential in academic and Has exceptional influence;
leadership challenge. experienced researchers and work within the institution. non-academic spheres. Presents internationally renowned.
students. and defends strong or radical ideas.
Develops awareness of need to Generates excitement about ideas. Input sought by policy makers,
gain support. Listens actively and communicates Is recognised as making significant funding bodies, etc.
Recognises and encourages the
confidently. Presents a convincing contributions to policy-making
Recognises implications of own contributions of others and uses them
case. bodies and academic committees.
research for real life contexts. to best effect.
Engages with stakeholders and Can use range of leadership styles;
Learns of the value to academia of Offers ideas that encourage people
users of research to extend includes and enables others;
engaging in dialogue with those to think differently; states expectations
influence and impact of research convinces through argument;
who use the outputs of research to clearly as a role model.
within and beyond academia. involves others in decisions.
achieve influence and impact.
Develops own leadership style.
Develops awareness of different Promotes the value of own staff and
leadership styles. Protects less experienced department/institution.
researchers in an academic context.
Demonstrates initiative and
competence in leading people,
resources and services, formally or
infomally
Influences and provides leadership
in committees and in external
relationships.
7. Collaboration Aware of the value of working Builds collaborative relationships Manages and negotiates Builds collaborative relationships with a range of external organisations and
collaboratively to benefit research with a range of colleagues within collaborations and external bodies; negotiates at national and international level.
and for maximising the potential for own and adjacent relationships; contributes to
Actively builds capacity in collaborations and external relationships nationally
impact. disciplines/research areas and with development of discipline/research
and internationally; contributes to reputation and vibrancy of
stakeholders and users of research area.
Co-produces research outputs with department/institution.
to co-produce research outputs.
supervisors/research leaders. Works in multi- or cross-disciplinary
Actively participates in and contexts; thinks comparatively.
Recognises common/conflicting
contributes to collaborations and
interests within own and adjacent
external relationships.
disciplines/research areas.
8. Equality and Is sensitive to and respectful of Appreciates and works with Acts as role model for personal Sets example locally, nationally and internationally.
diversity individual differences. Develops diversity and difference in conduct when dealing with diversity
Helps shape departmental/institutional policy and implementation.
awareness of diversity and education/research. and difference; educates, advises
difference within working and guides less experienced
environment. researchers.
Understands equality and diversity Makes positive use of diversity and
requirements of institution. difference to enrich research
projects and outputs.
Researcher
Sub-domains
D2 Communication and dissemination

1. Communication Constructs coherent arguments and Presents work confidently. Eloquently makes the complex Varies approach and presents research to professional peers/expert and
methods articulates ideas clearly to a range accessible. non-expert audience in an inspirational way.
Able to persuade others, asking
of audiences, formally and
timely and appropriate questions.* Demonstrates incisive interrogative Produces finely honed argument rapidly.
informally, through a variety of
and interview techniques.
techniques. (E2)* Can communicate research
effectively to a diverse and Actively engages in knowledge
Actively engages in knowledge
non-specialist audience. exchange with the public, business,
exchange and debate with
industry, the professions and other
colleagues, sometimes between Recognises the value of ideas from
users of research.
disciplines/research areas. outside academia and incorporates
them where appropriate.
Appreciates the skills of rhetoric.
Actively engages in inter-disciplinary
knowledge exchange.
2. Communication Develops skills in a range of Is confident in face-to-face Confidently uses e-resources. Maintains advanced level of Is an institutional/disciplinary leader
media communication means, e.g. interactions. Uses interactive knowledge and skill in interactive with global presence on key issues.
Establishes and leads virtual
face-to-face interaction using communication technologies for communication technologies.
research environments.
interactive technologies, and/or networking, information/data sharing
Is aware of and engages with
textual and visual media, where and promoting research presence. Collaborates and communicates
international media.
useful/necessary. research virtually.
Engages with locally available
Has a web presence as a media. Uses national/international media
researcher. and web media.
Makes the complex accessible
Uses audio-visual aids effectively in using a wide range of audio-visuals Continuously seeks
presentations. as appropriate. self-improvement in terms of media
usage. Educates, advises and
Willingly learns additional skills.
guides others.
3. Publication Understands the processes of Understands how research is Regularly publishes and is involved Chooses to actively publish in a Internationally and publicly
publication and academic evaluated and published in print, in editing/may be editor of national variety of outlets, sometimes renowned for publications.
exploitation of research results. electronic or other format. publication. solicited contributions; is involved in
Serves on influential editorial
(B7)* editing/is editor of international
Produces publishable material of Aims for the most prestigious boards.
journal or other form of
Produces some publishable high standard; may publication in academic and
dissemination.
material in print, electronic or other co-author/collaborate with others. non-academic outlets.
format. Targets appropriate journals/outlets
Disseminates in a range of Actively seeks collaborative and/or
to gain an extensive track record of
Is developing awareness of the research, professional and public interdisciplinary partners; is lead
high quality published research.
range and diversity of outlets for outlets. author on co-authored outputs.
publications.
Supports and enables less
experienced researchers to publish.
Willingly peer reviews publications.
Sub-domains
D3 Engagement and impact

1. Teaching Contributes to teaching at Has a developing awareness of Improves own approach and Leads teaching programmes and their evaluation/quality assurance
undergraduate level. own teaching style and techniques. develops wider repertoire of procedures.
Is involved with the assessment of teaching styles and techniques.
Assists in the supervision of Pursues opportunities to develop research-informed teaching. Actively
student knowledge and supervision
undergraduate projects. Contributes to and manages the encourages and promotes a culture that links research and teaching.
of projects.
teaching and learning programmes
Participates in research meetings Mentors supervisors of postgraduate researchers.
Assists in the development of in the department and contributes
(seminars, workshops, conferences,
student research skills. to the development of the
etc). Has a developing awareness
curriculum in own area.
of the ways research Willing to co-supervise
influences/interacts with teaching. postgraduate research projects. Values the
teaching-learning-research
Recognises the significance of
connection and interactions.
translating research into other
educational outputs; seeks ways for Educates, advises, guides and
own research to influence teaching. manages less experienced
researchers.
Organises research meetings;
seminars, workshops, conferences, Builds supervisory experiences;
etc. supervises postgraduate
researchers; acts as external
examiner at doctoral level.
Attracts new postgraduate
researchers.
2. Public Understands and appreciates the Contributes to promoting the public Facilitates opportunities for public Establishes public engagement reputation, gives strategic support, promotes
engagement value of engaging with the public, understanding of own research dialogue, connects with users of projects and supports funding applications.
willingly participates. area. (E4)* research and beneficiaries; leads
Is known advocate for public engagement in discipline/research area;
major public engagement projects
Open to influence of public Actively seeks ways to realise Occupies specific public engagement post(s) or personal chair.
and funding applications.
interactions on own work. opportunities for public
engagement. Helps to shape the publics
Responds to local opportunities and
conception of research. Facilitates a
existing activities; presents aspects Facilitates engagement with others,
dialogue between the public and
of research at public events. leads on local opportunities, is
researchers; educates, advises and
involved with national programmes;
guides less experienced
makes appropriate use of external
researchers about the importance
support for these activities.
of public engagement.
Recognises the mutual benefit of
Initiates activities; building track
engagement to research,
record of public engagement.
researchers and the public.
Creates a climate where
engagement activity is valued.
Sub-domains

3. Enterprise Creates ideas and identifies Demonstrates high motivation and Leads others in a range of Stimulates, creates and builds extensive relationships in business/commercial
opportunities internally and commitment to take forward environments to solve problems in a context.
externally. enterprising ideas. Appreciates creative and innovative manner.
Establishes recognised reputation for enterprise and knowledge exchange.
the significance of the
Develops ideas in an innovative Builds strong networks to acquire
research-enterprise relationship. Provides strategic leadership and support to others relating to enterprise.
manner within own institution or resources and influence change
externally. Understands different through knowledge exchange. Is highly skilled in getting new technologies and/or new ideas adopted by
environments, appreciates and, non-research specialists/industry.
Understands the process of Turns ideas into real ventures which
where appropriate, contributes to
commercial exploitation of research enrich research and transfer Acts as advocate for enterprise.
knowledge exchange within
results. (B7)* knowledge and expertise to wider
society.**
audiences internally and externally.
Learns of the value to academia of
Becomes more aware of
establishing relationships in Recognises potential for new
commercialisation,
business/commercial context. products and novel applications of
entrepreneurship/intrapreneurship
research for commercial and/or
and social enterprise.
social benefit. Highly skilled at
developing relationships in
business/commercial context;
commercially and socially aware.
Educates, advises and guides less
experienced researchers.
4. Policy Understands the relevant Recognises, understands and Produces research which can Understands/builds the relationship Has the ability to get research
policy-making processes and appreciates the importance of inform the development or between academia and the knowledge into the policy-making
presents findings in a policy friendly policy making to research and the enhancement of policy. policy-making process and makes process through a variety of
format. importance of research to policy the appropriate links to influence mechanisms.
making. policy making.
Analyses policies and understands experienced researchers. Is able to influence policy by
the wider contexts in which they are Engages in dialogue with the public, Advises and informs all staff on working directly with key policy
situated. policy makers, government and impact of policy on research. makers.
other key organisations.
Evaluates the impact of policy and
its fitness for purpose.
Sub-domains

5. Society and Develops awareness of the impact Recognises, understands and Actively seeks ways to enrich Sets example locally, nationally and internationally.
culture of research on wider society and of appreciates the potential impact of society and culture with research
Helps shape departmental/institutional policy and implementation.
the impact of society, the research on society, the projects and outputs.
environment and culture on environment and culture. Uses politics to advantage.
research.
Engages in dialogue with the experienced researchers in Sets expectations of staff in respect of corporate social responsibility.
Understands concept of corporate community and/or relevant corporate social responsibility.
social responsibility. stakeholders.
Politically astute.
Has deeper understanding of
corporate social responsibility and
acknowledges the impact of own
role within it.
Politically aware.
6. Global Shows a broad understanding of Recognises impact of own and Sets example and expectations; Has global impact.
citizenship the context in which own research others research as global citizens. takes lead on impact issues for
Takes lead; sets example and agendas, and influences policy on national and
takes place, at the national and discipline/research area and/or
Develops international contacts and international scale.
international level. (B1)* institution.
networks; engages with and
understands other cultures. Can educate, advise, train and
guide peers, researchers and staff
in international research issues.

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Researcher

Researcher researchers to evaluate and plan their professional development

Development managers and supervisors of researchers in their role supporting

It will also be of interest to employers to understand the portfolio of

B3 Professional and career development

B3 Professional and career development

C3 Finance, funding and resources

C3 Finance, funding and resources

D1 Working with others

D1 Working with others

D1 Working with others

D2 Communication and dissemination

D3 Engagement and impact

D3 Engagement and impact

D3 Engagement and impact

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