www.euraxess-reflex.

eu
www.euraxess-reflex.eu

Main Elements of the

Career Development
Framework

Prepared y Bay Zoltá No profit Ltd. for Applied Resear h

December 2016

The REFLEX p oje t has e ei ed fu di g f o the Eu opea U io s Se e th F a e o k

Programme for research, technological development and demonstration under the grant
agreement no 643510.
 www.euraxess-reflex.eu

Contents
1. Introduction............................................................................................................... 2
2. ERA poli ies' a kgrou d: fro areers i resear h to resear hers‘ areers .......... 3
3. The main factors of career development .................................................................... 6
3.1 Mobility - The ability to move freely and easily ........................................................ 7
Blockers related to mobility ................................................................................................ 7
Boosters related to mobility ............................................................................................... 7
Examples for mobility services............................................................................................ 8
Examples of existing good practices ................................................................................... 9
3.2 Networking............................................................................................................ 11
Blockers related to networking......................................................................................... 11
Boosters related to networking ........................................................................................ 11
Examples of services and measures ................................................................................. 11
Examples of existing good practices ................................................................................. 13
3.3 Career Advice and Academic Skills & Development ................................................ 15
Blockers related to academic skills ................................................................................... 15
Boosters related to academic skills .................................................................................. 15
Examples of services and measures ................................................................................. 15
Examples of existing good practices ................................................................................. 18
3.4 Company & Organisational Interaction .................................................................. 21
Blockers related to company interaction ......................................................................... 21
Boosters related to company interaction ......................................................................... 21
Examples of services and measures on company interaction .......................................... 22
Examples of existing good practices ................................................................................. 23
4. References ................................................................................................................25
5. Contact information ..................................................................................................27

1
 www.euraxess-reflex.eu

1. I trodu tio
The REFLEX project aims to increase the impact of existing career development tools in
Europe. For this purpose it summarizes the already existing best practices in this career
development framework in order to give researchers a brief overview on the main issues
related to career development. The inputs to this framework are based on a desk research
as well as scenario workshops organized in the frame of the REFLEX project.
The framework targets researchers of various backgrounds and career stages by enabling
them to identify their appropriate career path and provide support to their career planning
process. The Scenario Workshops of the REFLEX project provided inputs through the
involvement of relevant actors in the workshop. The scenario workshops aimed to collect
the main career development factors in country-specific context in the project countries:
Denmark, Norway, Switzerland, Slovakia and Hungary. The Scenario Workshops were
organized through the involvement of researchers and other stakeholders of career
development, for example representatives of HR departments and PhD students,
policymakers and business representatives. During the workshop, after plenary sessions
homogeneous stakeholder groups were created and their blockers and boosters on career
development identified. The result of the Scenario Workshops took the local approaches
into consideration with an adequate size of 25-30 participants and a duration of 1-2 days in
each project country.
Career development factors are important issues determining the advancement of
esea he s a ee . The de elop e t of esea he s a ee has se e al o po e ts
including increase in their professional responsibility and remuneration and diversification of
their research topic if they are more interested in other fields. The career development
framework focuses on the internal motivation of the researchers as well as the external
fa to s i flue i g esea he s path a s. It a e diffe e tiated a o di g to the p io ities
of knowledge and intellectual abilities, personal effectiveness, research governance and
organization, engagement, influence and impact.
The career development framework first introduces the ERA policies. It provides an overview
of the European policy initiatives introducing a stable research network in Europe and the
possibility for the researchers to develop their career. The career development factors and
groups are only listed in this document but not organized according to priority. The
framework then details the main factors with elements like mobility, networking, advisory
on developing academic skills and company interaction.
The career development framework is used as an input to a training model in order to
provide guidance for the career planning process of researchers. Based on all collected
inputs, specialized trainings will be provided as well to further enhance the career
development of researchers.

2
 www.euraxess-reflex.eu

2. ERA poli ies' a kgrou d: fro areers i

resear h to resear hers‘ areers
Ca ee s ha e ee i the fo us of EU esearch policies since the foundation of the
Eu opea Resea h A ea ERA . The Co issio ´s Co u i atio To a ds a Eu opea
Research Area (European Commission, 2000) of January 2000, introducing ERA as a guiding
principle for the design of all research and development policies in the European Union, calls
for introduction of a European dimension into scientific careers and giving the young a taste
for research and careers in science.
Mobility of researchers was identified as one of the main keys to fostering of the European
dimension of scientific careers (and as an increasingly inevitable part of any career in
research). (European Commission, 2001). This mobility was hindered by a number of
administrative and practical obstacles. In order to help researchers to overcome these
obstacles, in 2003 the European Commission launched two initiatives aimed at improving
i fo atio a d assista e to esea he s: the Eu opea Resea he s Mo ilit Po tal,
intended to help researchers identify training and job opportunities throughout Europe and
ERA-MORE, the European Network of Mobility Centres (from 2008 EURAXESS network)
intended to provide mobile researchers assistance with the issues from visa through social
security or employment to daily practicalities such as accommodation or car registration.
Removal of these barriers should make mobility easier and careers in research more
attractive for top talents from within and outside Europe.
Apart from these external barriers, non-transparent recruitment practices and working
environment at many research institutions in ERA decreased the attractiveness of careers in
research. In order to encourage organizations employing and funding researchers to
introduce institutional policies leading to the development of not only excellent research
conditions but also to the creation of excellent working environments The European Charter
for Researcher and The Code of Conduct for the recruitment of researchers (Euraxess, 2015)
were adopted in 2005. One of the principles included in the Charter is an introduction of
career development strategies for researchers. According to the Charter, employers and/or
funders of researchers should draw up, preferably within the framework of their human
resources management, a specific career development strategy for researchers at all stages
of their careers, regardless of their contractual situation, including researchers on fixed-term
contracts. It should include the availability of mentors involved in providing support and
guidance for the personal and professional development of researchers, thus motivating
them and contributing to reducing any insecurity in their professional future. All researchers
should be made familiar with such provisions and arrangements.
Later initiatives announced comprehensive approach towards human resources in ERA and
included realising a single labour market for researchers as one of the six central objectives
of ERA. Enhancing the training, skills and experience of researchers was identified as one of

3
 www.euraxess-reflex.eu

the four areas related to the development of this labour market in which measurable
progress should be achieved. Partnership between the Commission and the Member States
was proposed to ensure real ownership of objectives and actions. (European Commission,
2010)
Such common action is, however, hindered by the considerable differences in the career
structures existing in the ERA member states. Innovation Union Flagship Initiative from 2010
therefore, besides calling for actions ensuring the quality of doctoral training, attractive
employment conditions and gender balance in research careers, calls for comparable
research career structures. (European Commission, 2008)
European Framework for Research Careers created in 2011 should address this
fragmentation (European Commission, 2011a), trying to describe the generality of the
research career in commonly understood terms. The Framework is a voluntary transparency
instrument intended to make research career structures generally comparable across
employment sectors and countries. The Framework also describes the competencies
e essa fo the esea he s´ a ee s at all a ee stages.
Competences that should be acquired in the process of doctoral training were described in
the Principles of Innovative Doctoral Training drafted in the same year (European
Commission (2011b). Transferable skills training, exposure to industry and other relevant
employment sectors, international networking and interdisciplinary research options are
listed among the key elements of PhD students training and confirm the increasing
importance given to the inter-sectoral mobility.
The skills and competences of researchers should be improved in order to enable them to
identify career opportunities wherever they are. The focus is no more on the careers in
esea h ut o the esea he s´ a ee s i thei a ia ilit . This puts i easi g
requirements on the career development support for researchers. A Reinforced European
Research Area Partnership for Excellence and Growth from 2012 therefore invites various
stakeholders to develop strategies to support the career development of researchers in line
with the HR Strategy for Researchers.
ERA Roadmap for 2015 - 2020, the last strategic document determining the direction of ERA,
confirms open labour market for researchers as one of the priorities of ERA. (European
Commission 2011c) And points out the necessity to improve inter-sectoral mobility between
public and private sector research bodies in both directions and at all career stages. This
might be addressed in a number of ways, including adoption at national level of the
Innovative Doctoral Training principles, generalising the adoption of the European
Framework for Research Careers and strengthening initiatives on the professional
development of researchers, particularly at an early stage in their careers.
But how have these initiatives and political declarations so far been translated into the
practice in the ERA member states?

4
 www.euraxess-reflex.eu

Two working groups mandated by the ERA Steering Group on Human Resources and
Mobility (ERA SGHRM) did research in this issue. The SGHRM Working Group on Skills in
2012 found out that while there is a high level of activity in providing skills training for
researchers on R1(researchers up to the point of PhD level) there is a sharp decrease in skills
training beyond this group. From recognised researchers through established researchers to
Leading Researchers, what little training exists is dominated by academic careers skills. (ERA
SGHRM, 2012)
In 2014 The SGHRM Working Group on the Professional Development of Researcher was
mandated to find out to what extent research institutions are aware of the competencies
needed to be an effective researcher; have structured Professional Development
Frameworks made available to them; and are equipped to review and evaluate their
competencies and career development. (ERA SGHRM, 2014) The survey conducted within
the activities of the working group concluded that many countries appear to have nothing in
place. More support is available for early career researchers (particularly at the R1 stage) but
many survey respondents referred to the use of frameworks across all stages R1 to R4. The
WG identified the need for professional development framework of some sort which should
include employability issues and stressed the importance of self-reflection by researchers
should feature in the tool and it should be rooted in systematic approaches within research
performing organisations.
Being aware of the gap between the political declarations and reality European Commission
has lately decided to encourage the member states and research organisations to actively
i ple e t esea he s a ee de elop e t st ategies. O e of the ost effe ti e tools that
could contribute to the wider implementation of the HR Strategy for Researchers is Article
32 of Grant Agreement (Recruitment and working conditions of researcher) for Horizon 2020
projects. This article commits all beneficiaries of Horizon 2020 to take measures to
implement the European Charter for Researchers and Code of Conduct for the Recruitment
of Researchers including the career development of researchers. (European Commission,
2015) European Commission also decided to broaden the mandate of the EURAXESS
network that should not only focus on the mobility issues in the future but should also get
involved in the provision of career development services. And finally the Commission has
also suppo ted se e al p oje ts fo usi g o de elop e t of esea he s a ee
development tools and services (one of them being also REFLEX).

5
 www.euraxess-reflex.eu

3. The ai fa tors of areer develop e t

This chapter lists and summarizes the main factors to be considered by researchers as well
as by research institutions and universities when planning to support the career
development of researchers. These factors, including mobility, networking, advisory on
developing academic skills and company interaction, are relevant for researchers on all
career levels,. There is a comprehensive overview of factors provided by introducing the
blockers and boosters for developing their career by considering the specific career
development factors. Some examples of services and measures and also good practices are
introduced.

Picture 1: Basic elements of REFLEX Career Development Framework

The tools on career development were collected via questionnaires from the countries of the
project partners (Slovakia, Hungary, Switzerland, Denmark and Norway. Some of the best
practices are also listed in this chapter in order to show examples for each career factor.

6
 www.euraxess-reflex.eu

3.1 Mobility - The ability to move freely and easily

Mobility and the international cooperation of researchers enable the exchange of
experiences among researchers working in different countries and environment.
By enhancing the mobility of researchers, added value is gained, like working for an
employer of higher reputation and experiencing the cultural and professional differences, as
well as differences in the work environment in a new country, which might be quite
appealing, especially for a young, early-stage researcher. Therefore treating mobility with a
high priority in the career development framework will enhance objective and internal
factors. Objective factors include financial issues, the location of the higher paid job and the
location of a higher reputation employer. The internal motives are: the need for
e i o e t a d ultu al ha ge, att a ti e ess of the e ou t a d the illi g ess
for and adventure to live and work in another country, especially for young researchers
before finishing their PhD. (IDEA Consult, 2013)

Blockers related to mobility

The objective barrier of mobility is the scarce availability of funding, e.g. the lack of
scholarships for PhD students or maintaining the level of remuneration for advanced
researchers. Due to a lack of an international personal network, it may also be hard to find a
professionally appropriate host institution. Researchers may also fear losing their already
existing local professional network after relocation and dual career couples may experience
a setback in their careers, as finding professionally challenging positions for both people can
be extremely difficult. Practical reasons, such as language barriers, expensive or low-quality
accommodation, an inadequate social system and a variety of administrational problems,
such as difficulties of obtaining a visa can also discourage researchers.

Boosters related to mobility

Researchers at different career stages have different priorities in mobility. For example, for a
mobility of a PhD student, the availability of a PhD position in another country, the quality of
education and professional support are the main motives. Experienced researchers are
motivated by new challenges, research autonomy, family reasons, culture and the level of
training.
Especially for young talents, the main motivational factors when moving to a new country is
building an international network in their scientific field and building an international career
on a long run. The mobility support services should target several groups: PhD students,
experienced researchers, outgoing, returning and incoming researchers and their families.
(SAIA, 2015)
Tools elated to i p o i g o e s o k-life balance – a healthy balance of pursuing a career
and maintaining private life - can also make a country quite attractive when considering
mobility. Such tools can be provided by the state (creating a favourable environment for

7
 www.euraxess-reflex.eu

part-time employment, a possibility of paternity leave or a family-friendly social system in

general) or employers themselves (Dual Career Strategies to attract dual career couples or
establishing part-time and remote positions). (IDEA Consult, 2013)

Examples for mobility services

Mobility is a requirement for researchers to advance in academia but they may face
difficulties before and during their mobility, e.g. when trying to integrate into the local
communities. Some services on integration in order to help the researchers in their mobility:
 Legal issues: Providing support on legal issues including the information and access
about working and residence permits for the whole family. It helps the integration of
mobile researchers.
 Help with administrative and practical issues (as offered by the EURAXESS Services
Network)
 Cultural courses: Providing information about unwritten rules and how to act in
various cultural settings.
 Language courses: Learning a specific language can be key in moving to or staying in a
particular country. PhD students may have language problems (their work requires
the knowledge of the local language) and this is one of the barriers of international
integration.
 Mobility coaching: Getting information about new opportunities in specific countries.
For example: What should one do to be able to move, are there limitations, contacts,
grants available etc.

8
 www.euraxess-reflex.eu

Examples of existing good practices

 MTA (Hungarian Academy of Sciences): The main aim of the Momentum Program is
to foster the homecoming of outstanding young researchers to Hungary. The
program also aims to decrease the emigration of young researchers, and extends
career possibilities and increases the competitiveness of MTA's research institutes
and participating universities. The impact and success of the model is highly
acclaimed by the international scientific community

 NTNU (Norwegian University of Science and Technology): The University launched the
Onsager Fellowship programme, which is designed to recruit young, internationally
recognized researchers to strengthen the university's academic staff.

 MTA (Hungarian Academy of Sciences): The Hungarian Academy of Sciences launched

its visiting scientist programme in 2012. The programme fosters the involvement of
outstanding foreign researchers in order to support MTA's research centres and
strengthen its teams. As a prerequisite, there is a research plan required from the
applicants, which is evaluated by independent experts and a professional jury.
Successful applicants may spend three to twelve months in Hungary as visiting
professors.

Examples of international funding schemes and tools promoting research mobility

 https://euraxess.ec.europa.eu/jobs - EURAXESS jobs database lists thousands of
vacancies and fellowships from more than 40 European countries and other regions
in the world.

 https://ec.europa.eu/jrc/en/working-with-us/jobs/vacancies/function-group-iv-
researchers - job opportunities for research fellows at the European Commission

 https://www.embl.de/training/postdocs/06-funding_opportunities - EMBL provides a

comprehensive selection of postdoc scholarships provided by a variety of
foundations and institutes

 http://academicpositions.eu - academic positions in Europe with a search engine and

many prestigious future employers

 http://www.eurosciencejobs.com - academic positions in Europe with a search

engine and an alert function

9
 www.euraxess-reflex.eu

 http://www.society-in-science.org/?gclid=CK687bS_h9ECFcafGwodd7wHcw - a
postdoc scholarship that awards young researchers around the world with a
generous personal research grant, giving them the freedom to work on whatever
topic they choose anywhere in the world

 http://jobs.sciencecareers.org/jobs/europe/#browsing - a broad range of research

positions in academia, mainly in the fields of life sciences, physical sciences and
health science

 http://scholarship-positions.com - a worldwide listing of scholarships up to postdoc

level

 http://www.eui.eu/ProgrammesandFellowships/MaxWeberProgramme/Index.aspx -
Max Weber Fellowships offer training to develop professional skills such as teaching,
academic writing and publishing, and job market presentation

 http://www.hfsp.org/funding/postdoctoral-fellowships - HFSP postdoctoral

fellowships encourage early career scientists to broaden their research skills by
moving into new areas of study while working in a new country

 http://www.embo.org/funding-awards/fellowships - EMBO offers two year

fellowships with a focus on international exchange -as such, movement between
countries is a prerequisite of this biannual fellowship

 http://www.wallenberg.com/kaw/en - being one of the largest private financiers of

research in Europe, the KAW Foundation grants funding in two main areas; research
projects of high scientific potential and individual support of excellent scientists

 https://wellcome.ac.uk/funding/scheme-finder - Wellcome is a global charitable

foundation, both politically and financially independent that supports scientists and
researchers, takes on big problems and sparks debate

10
 www.euraxess-reflex.eu

3.2 Networking
Ho e e a gi al it a see i a esea he s a ee de elop e t, et o ki g a
contribute to great steps forward in research simply by connecting important actors – within
a scientific field, interdisciplinarily, or between industry and academia. Therefore, the
greatest advantage of increasing networking activities is the enhanced visibility of
researchers and their research projects both within and outside academia.

Blockers related to networking

One of the main blockers related to networking is the significant amount of resources
e ui ed. A esea he s a ilit to atte d et o ki g e e ts, su h as o fe e es a oad,
may solely depend on the availability of financial means. Even when a sufficient amount of
money is accessible, one may find it difficult to fit networking into their schedule on top of
several research projects.

Boosters related to networking

Forms of collaboration among universities are one of the most common methods to enhance
interdisciplinary collaborations and create collaborative research environment (IDEA
Consult, 2013). The most promising would be to enhance the involvement of industry actors
and the collaboration of the academic – non-academic sphere as well (LERU, 2014) in
research.
Collaboration and communication within the same institution are also necessary for
enhancing the level of research results. (SAIA, 2015) Interdisciplinary collaborations can be
created by fostering the possibility of the PhD students to participate at conferences,
workshops, team work, creative interdisciplinary projects, and transferable skills training for
researchers with different interdisciplinary backgrounds to expand their network and be
updated on novel technologies. (UCPH, 2015) Creating an association can stimulate
interdisciplinary collaboration. This network could open up for new career options in other
disciplines as well.

Examples of services and measures

Possible types of networking initiatives:
 Alumni association: Association of former university students
 Network of colleagues: Informal networks are sometimes formalized, giving
researchers valuable information within their research topic. They can be institution
based or can have a wider geographical coverage (e.g. expat / diaspora networks).
 Conferences: Networking with other experts at conferences provides the option of
interacting at many levels.

11
 www.euraxess-reflex.eu

 For er resear hers’ data ase: Researchers who were involved in the same topic at
the current university could share their ideas about job openings and new career
opportunities.
 Mentoring: Mentoring of researchers creates the opportunity of sharing knowledge
between peers, seniors, inside and outside academia and across borders of countries
or disciplines. According to the definitions, mentoring is for supervising and advising
a researcher on a long term, while coaching is to supervise the implementation of a
task on a short term, in align with its duration. (Brockbank, McGill, 2006)
 Academy-industry cooperation: The involvement of PhD students in academy-
industry research projects (which also fosters interdisciplinary collaborations) is
essential in the career development of researchers. Their participation would
enhance the number of high-quality publications developed. PhD students are not
always aware of their capabilities, which they can provide for the industrial actors.
The option to choose a supervisor with knowledge within the industry and a
performance development review (individual talk with a manager at least once a
year) should be further developed. The participation of academic actors in career
workshops and visit companies would also help in building the academia – industry
cooperation and transferring the knowledge of researchers to the academic sphere
(UCPH, 2015)

12
 www.euraxess-reflex.eu

Examples of existing good practices

 Aarhus University: The E po e Tale t! program matches staff at the assistant

professors’ (assistant professor/researcher/postdoc) level with more experienced
colleagues at associate professor level or above. The purpose of the scheme is to
contribute to supporting and developing the professional and personal career
potential of the academic staff.

 MTA (Hungarian Academy of Sciences): MTA offers a programme to foster the

cooperation between Hungarian universities and MTA. Its objective was primarily to
establish scientific workshops led by outstanding researchers at Hungarian
universities and at certain other public institutions (typically libraries or archives)
involved in research activities, as well as to support the operation of such workshops.
Other aims of the programme include boosting the efficiency of research work in the
initial and intermediate phases of a research career by means of striking a balance
between researches and teaching activities; to provide room for the elaboration of
research topics which prove to be novelties as they are not among the topics covered
MTA s esea h et o k.

 MTA (Hungarian Academy of Sciences): The Resea he P ofesso E e itus

programme is designed to support senior representatives of all scientific domains. It
provides additional remuneration and the necessary infrastructure for the
o ti uatio of esea he s scientific work after retirement. It is especially
recommended for researchers that were employed by one of the institutions of MTA
for a period of at least ten years and possess an outstanding scientific record. The
e e itus title a d the ights it e tails are awarded for a definite period and for a
definite scope, fixed by the President of MTA on a case-by-case basis.

 Pavol Jozef Safarik University in Kosice: SOFOS – The K o ledge a d Skills

De elop e t of the Staff a d Stude ts p oje t ai s to i ease the erudition of
researchers for international cooperation by special interdisciplinary education and
international fellowships. Development of interdisciplinary knowledge is supported
via the creation of the network of training workplaces for the interdisciplinary
education. These workplaces organise the practical trainings (or in some cases
training modules) focusing on state-of-the-art theoretical knowledge, methodological
tools and research methods applied in the interdisciplinary research focusing on the
specific problems and topics.

 Technical University of Denmark (DTU): The University organizes a three-day

13
 www.euraxess-reflex.eu

workshop, which aims at preparing postdocs for their next career steps and
complementing their technical qualifications with essential soft skills. As such, it
provides an intensive, highly interactive and fun crash course in the soft skills
underlying professional success, in both academic and non-academic careers. At the
same time, the workshop provides a great opportunity to network and establish
collaborations among the participants.

14
 www.euraxess-reflex.eu

3.3 Career Advice and Academic Skills & Development

Writing, teaching, applying for grants, planning, grant management including administration,
publishing etc. are all academic skills which researchers need to master and constantly
improve in order to be able to pursue a successful scientific career. Advisory services and
career advices are provided by research institutions and universities, intending to develop
the career of hosted researchers. Helping and encouraging researchers to create
opportunities for progress in their current and future work including tools for career
clarification has significant importance in gaining funding. The development of soft skills can
also be targeted by career development courses and its added value emphasized for the
students. (SAIA, 2015)

Blockers related to academic skills

It is uite pa ado i al that a lot of i fo atio a o ea of i fo atio is a aila le
around us for support but there is a lack of relevant or streamlined resources for efficient
o ie tatio BZN, 5 . The e is a eed o the esea he s side to gai spe ifi i fo atio
about the jobs and transferable skills available in order to have knowledge of writing
applications for scientific grants, knowledge about the defined academic career path, to
speak the local language of the country where the researcher is working, and also specific,
country related knowledge on practical issues such as taxes, legal specifications especially in
employment contracts are also necessary to perform successful research tasks. The lack of
any of the former factors can be a blocker.

Boosters related to academic skills

Intellectual challenge is a subjective but significant motivational factor of the researcher. It
has several components: the opportunities which are provided by a new workplace of the
researcher, new fields of research, higher expectations of project (industry) partners and the
risk of implementing the research. Subjective factors are the focus of trainings, level of
responsibility, the degree of independence and also the innovativeness, research fields of
high academic or societal prestige.

Examples of services and measures

Some tools to support the career of researchers:
 Labour unions: An organized association of workers, often the same trade or
profession, formed to protect and promote their rights and interests. These
associations often assist with career support which can be quite different in each
country, though.
 Career coordinator: A person at a university whose job is to organize events or
a ti ities a d to egotiate ith othe s i o de to assist esea he s a ee suppo t.

15
 www.euraxess-reflex.eu

 Personal development review (PDR): An annual or bi-annual talk with a senior

research manager/supervisor where researchers get the opportunity to review the
past year, identifying successes and challenges. Moreover to plan for the future,
taking into consideration the objectives of the department and its possibilities, and
identify learning and development opportunities including dialogue about career
development/career paths.
 Career center: A career center consisting of counselors specialized in various career
development and self-assessment tools. They help individuals to make informed
career choices.
 Career planning tool: Tests, programmes, models and assessment tools which help
researchers to reflect on their career and create new perspectives.
 Career coach: A trained person who guides researchers in planning and managing
their careers.
 Career development workshops: A workshop where researchers are informed on how
to look for a job: where to look, how to write an application and CV, how to network,
how to use transferable skills etc.
 Introduction to early career dialogue: A workshop where researchers with temporary
contracts get information about career options, limitations and possibilities on where
and how to get career support, hear stories from former colleagues etc.
 Facts and statistics: I fo atio o the jo a ket, o esea he s a ee paths,
options where to work, salary in different sectors etc.
 Funding & grants: A workshop about how to write a successful application and where
a d ho to appl fo esea h g a ts. I the ea l stage of the esea he s a ee ,
scholarships provide the possibility for career development. Experienced researchers
are mostly motivated by a position at a non – academic actor, where they can gain
more salary, than in the academic sphere. (LERU, 2014)The difference between the
career stages of researchers (R1-R4) (LERU, 2014) is also relevant, when considering
financial issues. The security of the job and the stability of the work are also taken
into consideration by the researchers. The lack of funding and the instability of the
research system is also an obstacle. (SAIA, 2015).
 Project planning & management: A ou se de elopi g esea he s p oje t
management skills and ability to implement and evaluate projects where concrete
tools assist researchers in their future project work.
 Information on academic publishing: A workshop about where researchers can
publish their articles, who to contact and eventually how to submit a successful
publication.
 Academic writing: How to write a good and solid paper, what techniques can be
used, who is the target group, what is your key message, how to use references etc.

16
 www.euraxess-reflex.eu

 Leadership course: Courses about leadership skills and how to lead project partners,
how to manage a research group and how to manage people focusing also on the
researchers own development as a manager, e.g. strengths and development points.
 Teaching course: A programme on how to transfer scientific knowledge to a class
room, how to teach different generations and differentiate teaching, how to teach in
an intercultural setting, develop pedagogical knowledge etc.
 Teaching competency profile: A pedagogical competency profile is a description of a
u e of a eas that a e i po ta t fo appi g tea he s o e all tea hi g
o pete es. Fo us is o the tea he s appi g of o asi k o ledge of the
subject as well as academic and teaching qualifications.
 External teaching (open university): Researchers can get experience in teaching at for
example an open university
 Bra di g of resear hers: Academic skills need to be communicated to a variety of
organisations and companies. Researchers need to publish their research results to a
wider audience in order to reach potential collaboration partners. Overview of the
researcher career hierarchy: A document where it is clearly stated what the career
options are within an institution and what the requirements are to reach these
positions, not just in legal terms but also in more concrete terms.
 The motivation and the performance of researchers is highly dependent on personal
characteristics and future perspectives. The work overload (administration, public
procurement, meetings, teaching) and lack of support services (including the services
for international researchers) are some of the elements of the working atmosphere.
(SAIA, 2015) Besides the work overload, the general environment of the employees,
like the number of employee working in the same office, the general working culture
and collaboration at the workplace is also a significant element in the development
of a career. There are other determinants of the working atmosphere, like the lack of
di e sifi atio , the p essu e of pu li atio a d the ta oo of the topi to lea e the
academic sphere to industry. (UCPH, 2015)
 Removing the restrictions (age limitations, necessity for international experience, and
individual research g a ts fo ea l stage esea he s ight afte PhD is a ke to
enhance the career of researchers.

17
 www.euraxess-reflex.eu

Examples of existing good practices

 Copenhagen Business School: The university provides sessions with a career coach,
where professional and personal competences, future career or job goals, personal
values, and the methods in identifying the career of researchers are the topics. All
PhDs who are 18 months into their PhD have the opportunity to have 2 clarification
sessions with a career coach.

 University of Copenhagen: Students can apply for coaching (up to 5 sessions) by

chosen coaches that have special experience with the situations that PhD students
may encounter. If 5 sessions are not enough, the students must make a renewed
application. Any problems, personal or academic, can be dealt with. Typical
challenges for PhD students are stress, time and project management, difficult
relations to supervisors or other, writing blocks, insecurity of career choice, high
expectations to themselves and from others.

 Aalesund University College (AAUC): The Training course in R&D administration

organized by the university is relevant for all who works with, or have plans to work
with research projects and/or scientific publications. Topics: AAUC Research
guidelines, budget and accounting, projects step by step, templates, procedures,
applications, contracts, research ethics, IPR

 Geological survey of Denmark and Greenland: Mentor programme aims at supporting

young researchers. The mentor and mentee cooperate for one year (which can be
extended) and holds regular meetings. The mentor is chosen from a different
department than the one of the mentee. The talks are confidential, and contents are
decided by the mentor.

 Ministry of Agriculture, Hungary: The aim of this programme is supporting young

people to start their research career in the institutes of NARIC. Young postgraduate
students (under the age of 35) can work in the institutes with the leadership of a
mentor. In the first stage of the programme, selected young people are offered a 6
month, full-ti e o t a t Phase . This phase a e o side ed as a test :
grantees try themselves as researchers. After this phase there is an opportunity to
extend the contract for another 2-3 years (Phase 2). Under the contracts, grantees
work under the supervision of a mentor, receive salary, costs of their PhD studies are
covered by the programme and may receive contribution for their accommodation
costs and fund for participating at conferences. Mentors receive a bonus for their
work. Both grantees and mentors are obliged to prepare reports.

18
 www.euraxess-reflex.eu

 MTA (Hungarian Academy of Sciences): The Young Scientists Programme is supposed

to promote the inclusion of new generations of scientists in the research system of
MTA and to support the training of young scientists. The calls for applications within
the programme are published annually, for a period of three years. Since 2006
priority research topics have been set for applicants to choose from. In the
evaluation of the applications such aspects as priorities of the given scientific
domain, the essential requirements for a globally competitive basic research project
as well as potential social and economic benefits are taken into account. Participants
of the programme do not only carry out research activities but they also attend at
training courses, hold lectures, and attend at conferences.

 NTNU (Norwegian University of Science and Technology): The University offers

leadership training for institute leaders and other leaders, mentoring programs for
women and leaders. Each faculty has EU advisers that can help with applications for
EU funds. The NIRS (NTNU International Researcher Support) offers different support
services for foreign academics –Accommodation, Dual Career, Social events, culture
training.

 University of Basel: During and after a course of studies or a PhD, the Career Service
Centre helps graduates to successfully launch their careers.

 University of Copenhagen, Faculty of Science: The JTI profile consists of an online

questionnaire and a 3-hou o kshop. It ai s to i p o e stude ts o u i atio
and collaboration skills e.g. in a study group, with a present or future supervisor or
future colleagues. The programme aims to get to know their own strengths and
weaknesses when they do a project or assignment, and gain a greater understanding
of thei o a d othe s esou es a d the different ways they solve tasks.

 University of Bern: The Vice-Rectorate Research supports outstanding professional

achievement by researchers at the University of Bern with a variety of programs. It
launches and coordinates initiatives and projects that support the work of early
career researchers across all faculties.

 University of Lausanne, University of Fribourg, University of Geneva, University of

Neuchatel, HES-SO: The REGARD program offers workshops for young female
academics and for women professors of the universities of French-speaking
Switzerland. Its aim is to develop competences and propose concrete tools for career
management and supervision. These workshops also create opportunities for
discussion and the exchange of experience between women researchers. They also
aim to increase awareness about gender equality in the academic career.

19
 www.euraxess-reflex.eu

 University of Lucerne: Individual coaching for female researchers is organized, in

order to target academic career planning, finding a job, a new career goal, to write
application documents to find funding for a proposal or a new research. There is also
coaching offered for own time and self-management, or about the compatibility of
academia, care and children. Coaching for young female researchers offers coaching
for those that aim at eradicating a difficult or unclear situation on her own career
path. The main goal is to contribute to the career development of female researchers
and to motivate them for a permanent position at UiO.

 University of Oslo: The mentoring programme for female postdocs is a project where
a mentor with integrity and influence in the academic environment takes a role as
advisor and conversation partner for a younger, female postdoc, who intends to
develop her career and know more of the orga isatio s fo al a d i fo al
structures.

 University of Tro sø – the Arctic University of Norway: The project of the institute
improves gender balance in senior scientific positions by enhancing career
development, motivating women and reducing the time needed to reach professor
level.

 University of Oslo: The Education Leadership Programme at the UiO is a leadership

training programme where various leadership roles of the education field are in focus
and participants learn about their role, their organization and about how they can
use the room for maneuvering as an education leader provides.

 University of St. Gallen: CSC-HSG Programme addresses career relevant topics such as
the preparation of professional application documents or preparation for job
interviews. The programme also provides support to a successful entry into
professional life as well as with goal-oriented career planning. Promotion of Young
Scientists focuses on supporting the new generation of academics on career and
research-funding opportunities. Closely connected with this are questions of research
strategies, vocational guidance and career planning. Science Peer Mentoring grants
development funds to groups of emerging researchers wishing to actively further
their academic careers. This is adapted to their own needs and should enable them
to examine the requirements of an academic career, reflect on their own career
development and expand their essential interdisciplinary skills and relationships.

20
 www.euraxess-reflex.eu

3.4 Company & Organisational Interaction

Many researchers will have a career or part of their career outside of academia. They might
start running their own businesses or join a company as a researcher. Researchers need
information about the possibilities in the industrial sector. They have to know more about
the available positions, the actual research field in the industrial sector and the persons
responsible for running the programs. The participation of researchers in technology transfer
processes also requires knowledge of intellectual property (IP) issues and providing a stable
base for the commercialization of research results.

Blockers related to company interaction

Different value systems exist in the academia and the industry, which makes the move
between them more difficult and affects networking opportunities and capabilities as well.
Researchers often do not have enough time to manage their careers because of teaching
and doing their research in the meanwhile. Some of the researchers have reluctance to leave
their o o fo t zo e , to dis o e e thi gs a d halle ges fo the sel es. Hidde o
openly communicated age limits hinder career opportunities of early stage researchers.
Some researchers avoid gaining experience in the industry, in fear that they will be
co side ed too old to o ti ue thei a ee s i a ade ia o that the ake i egula
a ee steps. I o de to ta kle the ti e fa to , the esea he s ha e to lea to delegate
and prioritise tasks. It is also important to communicate more actively, ask for feedback from
the experts, tackle the missing visibility through social media, conferences, blogs and
chaining sessions. Researchers have to become more aware of the career opportunities
outside academia. The tools for facilitating the process are counselling services, career
websites and forums.
When joining the industry sphere as a researcher it is important to be aware of the rights
and responsibilities on IP issues. IP issues may also affect publication opportunities
negatively. Besides IP, the control of human resource rights is also to be considered. As an
example, the type of contract and the prospects of a permanent contract should be taken
into account. The participation of researchers in academic research projects conducted with
the involvement of the private sector may be hindered by the undefined or under-defined
legislative background. (SAIA, 2015)

Boosters related to company interaction

The active cooperation of the academic and industry sphere provides opportunities for the
researchers to have an active role in technology transfer. Researchers in the industrial sector
receive higher remuneration and acknowledgement, and may open new professional
perspectives, (new fields of research, funding). Many academic institutions have a
technology transfer office, which deals with the commercialization of research results. The
role of researchers cooperating with such offices is to provide their research results for the

21
 www.euraxess-reflex.eu

experts in business creation, and make further modifications on their product or technology
if required. For example, if, according to a potential investor, the technology needs further
development, the first person asked for professional advice, or for the further development
will be the researcher or inventor him/herself, as he possesses most of the information
required for technology development. As for technology transfer in the academic sphere, by
working together with an industrial actor the researcher can gain almost the same
motivations.

Examples of services and measures on company interaction

 Company matchmaking: A e e t he e esea he s a d o pa ies speed eet
to get acquainted and find out if they can collaborate together in the future. These
e e ts a also e o e i fo al ithout esta lishi g spe ifi o po ate
agree e ts .
 Company visit: An event where researchers visit a company to get insightful
information that can help them make decisions concerning their future career paths.
 Technology transfer: The transfer of new technology from companies to researchers
and vice versa in an attempt to create future collaborations.
 Employment panel: Collaboration between universities and companies and industry
where the latter will explain what their needs are in connection to knowledge and
research.
 Company/Job fair: An event for employers to meet with job seekers. Attending to a
job fair is an easy way to connect to numerous employers quickly.
 Internship (industry + academia): The position of a trainee who works in an
organization, sometimes without payment, in order to gain work experience or
satisfy requirements for a qualification.
 Workshops ith the topi of »Ho to e attra ti e for the la our arket«: A
workshop where researchers get concrete information on how to apply for jobs while
being a researcher. What transferable skills are needed, how to communicate
specific detailed research knowledge in a comprehensive way to people who do not
know the specifics and what extra courses to take to qualify for a specific career.
 Workshop ith the topi »Ho to e o e a e trepre eur«: A workshop about how
to sta ti g o pa o selli g o e s k o ledge as a o sulta t. P a ti al i fo atio
on how to create a business plan, create funding, register a business, how to deal
with taxes, how to get customers and how to sell a product or service.
 Workshop ith the topi »Busi ess u dersta di g«: A workshop about the details of
working in the industrial sector.
 Workshop with the topic »Lea i g a ade ia«: A workshop about concrete options
on where to work outside academia. Company representatives will explain their
needs and show how researchers can be valuable in academic jobs in organizations
outside academia, where and how to apply etc.

22
 www.euraxess-reflex.eu

Examples of existing good practices

 Aarhus University: The University programme provides bridge building activities
between PhD students and industry in order to support transition from university to
the industry. The program aims at preparing the students for solving industry-
specific problems and successfully finding a relevant company to conduct a research
of high added value. The tools are individual counselling and coaching, career
workshops and seminars, company visits, company events and mentoring.

 Central European University: The Career Services Unit assists individually or in groups
through exploring career options (in academia, government, not-for-profit, business),
CV/resume and cover letter advice, internship or job search strategy, preparing for
interviews, job offer or salary negotiation, networking, seeking mentoring from
alumni, using social media tools in job search. The unit also organizes various
programs and events such as an annual career fair with international employers on
campus or the Alumni Speaker series. Specific services are offered for PhD students:
a Professional Skills Program with open enrolment workshops for doctoral students
beyond their second year.

 Centre for the Development of PhD Students (Centrum rozvoja doktorandov): The
mission of the Centre is to help improving the quality of doctoral scientific research
and teaching processes at the Faculty of Economics through creative activities and to
establish and strengthen the collaboration with practice. The centre develops
activities contributing to the commercialization of the research results and linking the
results of PhD students with the needs of economic practice. The centre supports the
participation of students in domestic and international projects; encourages
networking between doctoral students and business, and their collaboration on
joint thesis projects; organises international conferences and workshops for PhD
students and young researchers; collects and distributes information on upcoming
conferences and other scientific events and develops cooperation between PhD
students and young researchers.

 Graduate School of Social Sciences, University of Copenhagen: A two-and-a-half-day

course prepares PhD students to work with real-life problems, makes companies
understand the skills of PhD students and offers general matchmaking with
o pa ies. The ou se ta gets uestio s su h as: What p o le s a ou sol e fo
companies and organizations and how to find answers for them based on your own
e pe tise a d k o ledge? „What value can you create with your expertise to the
p i ate se to a d pu li o ga izatio s?
 SUPSI - University of Applied Sciences and Arts of Southern Switzerland: Advisory

23
 www.euraxess-reflex.eu

services offered by the University create a closer link between the business and
university spheres.

 The Lucerne University of Applied Sciences and Arts: The University helps students to
get started on their chosen career path and plan their career trajectory. The Careers
Service publishes job adverts and organizes recruitment fairs for graduates.

 University of Copenhagen, Faculty of Science: A matchmaking event brings together

companies presenting concrete problems/project ideas and researchers. The
Matchmaking event is held 4-6 times a year. Each time with a different topic e.g.:
Geo Water Environment, Innovative Food, Biobased Solutions, Data and Biotech.

 University of Copenhagen, Science Faculty: There is a 4-day course organized by the

University where PhD students work on self-understanding, career models,
analyzing job advertisements, creating and maintaining networks, mapping
competences, CV management, writing job and grant applications, training job
interviews and career planning.

 University of Geneva: The U i-E plo e t Ce t e offe s a a ge of services free of

charge, including courses and seminars for finding a job, computing resources and
internships. The University also organizes conferences and meetings with companies.
It provides assistance for those who need to help finance their studies, including
teaching, baby-sitting, tutoring and secretarial work.

 University of Lausanne: A non-academic workshop reviews the current employment

situations and helps participants prepare for a non-academic career path, whether in
the private or public sector. The academic workshop targets researchers at
postdoctoral level.

 University of Zurich: The career service programme of the University provides a

variety of services like helping people towards finding a job outside academia. The
office of the University also offers career advice, coaching and training and supports
the development of transferable skills for students.

24
 www.euraxess-reflex.eu

4. Refere es
1. Anne Brockbank, Ian McGill (2006): Facilitating Reflective Learning Through
Mentoring and Coaching, Kogan Page Ltd.
2. BZN (2015): REFLEX scenario workshop series: National scenario workshop in
Hu ga , Out o es epo t, Hu ga , Ba Zoltá No p ofit Ltd. fo Applied Research
3. European Commission (2000): Communication from the Commission to the Council,
the European Parliament, the Economic and Social Committee and the Committee of
the Regions - Towards a European research area. http://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=celex:52000DC0006
4. European Commission (2001): Communication from the Commission to the Council
and the European Parliament - A mobility Strategy for the European Research Area /*
COM/2001/0331 final */ http://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=celex:52001DC0331
5. European Commission (2008): Communication from the Commission to the European
Parliament, the Council, the European Economic and Social Commitee and the
Commitee of the Regions, http://ec.europa.eu/research/innovation-
union/pdf/innovation-union-communication_en.pdf#view=fit&pagemode=none
6. European Commission (2010): Communication From The Commission to the Council
and the European Parliament: Better Careers And More Mobility: A European
Partnership For Researchers,
http://ec.europa.eu/euraxess/pdf/research_policies/comm_pdf_com_2008_0317_f_
en_communication.pdf
7. European Commission (2011a): Towards a European Framework for Research Careers
http://ec.europa.eu/euraxess/pdf/research_policies/Towards_a_European_Framew
ork_for_Research_Careers_final.pdf
8. European Commission (2011b): Principles for Innovative Doctoral Training
http://ec.europa.eu/euraxess/pdf/research_policies/Principles_for_Innovative_Doct
oral_Training.pdf
9. European Commission (2011c): Council conclusions on the European Research Area
Roadmap2015-2020. http://data.consilium.europa.eu/doc/document/ST-8975-2015-
INIT/en/pdf
10. ERA SGHRM (2012): Professional Development of Researchers – Provisions for the
Future
http://ec.europa.eu/euraxess/pdf/research_policies/Professional_Development_of_
Researchers_Provisions_for_the_Fut.pdf
11. ERA SGHRM (2014): Report of the 2014 SGHRM WG on Professional Development of
Researchers,
http://ec.europa.eu/euraxess/pdf/research_policies/Final%20Report%20of%20the%
20ERA-

25
 www.euraxess-reflex.eu

SGHRM%20WG%20on%20Professional%20Development%20of%20Researchers%202
014.pdf
12. Euraxess (2015): The European Charter for Researchers,
http://ec.europa.eu/euraxess/index.cfm/rights/europeanCharter
13. European Commission (2015): AGA – Annotated Model Grant Agreement (2015)
http://ec.europa.eu/research/participants/data/ref/h2020/grants_manual/amga/h2
020-amga_en.pdf
14. IDEA Consult (2013): MORE2 final Report: Support for continued data collection and
analysis concerning mobility patterns and career paths of researchers,
http://ec.europa.eu/euraxess/pdf/research_policies/more2/Final%20report.pdf
15. LERU League of European Research Universities (2014): Good practice elements in
doctoral training report,
http://www.ub.edu/escola_doctorat/sites/default/files/internacionalitzacio/LERU_g
ood_practice_doctoral_training_final.pdf
16. SAIA (2015): REFLEX scenario workshop series: National scenario workshop in
Slovakia, Outcomes report, Slovakia
17. UCPH (2015): REFLEX scenario workshop series: National scenario workshop in
Denmark, Outcomes report, Denmark, University of Copenhagen
18. CRAC (2012): Vitae - Realising the potential of researchers, Researcher Development
Framework

26
 www.euraxess-reflex.eu

5. Co ta t i for atio
This report has been written by the Ba Zoltá No p ofit Ltd. project team. For more
information about the report please contact:

Katali Ko á s
[email protected]

Ádá Mol á
[email protected]

For more information about the REFLEX visit the project website www.euraxess-reflex.eu.

27