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Open Access
Article
Publication date: 9 August 2022

James Lees, Lucrezia Gorini, Stian Torjussen, Margarida Oliveira, Paula Pinto, Maria Potes Barbas, Madalena Martins, Melanie S. Jones, Victoria Sheppard, Ana Petronilho and Margarida Trindade

The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved…

Abstract

Purpose

The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved through an Erasmus+ KA2 (Strategic Partnership) skills development project which created a training programme (TRANSPEER) involving a multi-disciplinary cohort of researchers at a range of career stages, drawn from universities in Norway, Portugal, Sweden and the UK.

Design/methodology/approach

Research support staff designed and delivered four transnational training events for the cohort, with the overarching theme of enhancing researcher employability. An initial skills awareness survey of the researcher cohort was undertaken prior to the start of the programme; this survey was repeated after each event. An additional aim of the project was the development of the consortium’s research support staff through exposure to the facilitation techniques and methodologies of their international colleagues.

Findings

The findings indicate that transnational collaboration in researcher development enhances the learning environment for participating researchers and provides significant professional development opportunities for both researchers and researcher developers. The findings further suggest the benefits of mixing cohorts across career stages and engaging researchers with novel and interactive approaches on themes not typically addressed in academic competence development offerings.

Originality/value

Transversal skills development cooperation between universities – especially transnational cooperation – is rare. Even more so is the professional development of research support staff in a transnational context. This paper outlines the benefits of such collaborative activities.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 8 April 2022

Liubov Vetoshkina, Laura Lamberg, Essi Ryymin, Heta Rintala and Sami Paavola

This study analyses development of research-related innovation activities in a University of Applied Sciences (UAS) in Finland. Focus on production of innovations in relation to…

1434

Abstract

Purpose

This study analyses development of research-related innovation activities in a University of Applied Sciences (UAS) in Finland. Focus on production of innovations in relation to academization challenges the traditions of applied research in UAS, which has always relied on collaboration with local stakeholders.

Design/methodology/approach

Drawing on the approach of cultural-historical activity theory, the study conceptualizes development of innovation activities as a movement across multiple intertwined developmental lines. The authors ground these conceptualizations in the data, coming from interviews with key researchers in a multidisciplinary research project on smart bioeconomy at a Finnish UAS.

Findings

Development of research-related innovation activities in the UAS happened along six lines: development of researcher's expertise, development of project, development of organization, development of research, development of field and development of funding models and policies. The developmental tensions between the lines were essential for promotion of innovation activities.

Originality/value

The study reveals the complex multilayered nature of research-related innovation activities in the specific context of UAS, where it creates challenges and opportunities for developing the traditions of applied research. The results encourage UAS to critically evaluate their changing role as research institutions in regional, national and international innovation systems.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 19 August 2021

Brian M. Belcher, Rachel Claus, Rachel Davel and Stephanie M. Jones

The purpose of this study is to assess the contributions of graduate research to social innovation and change for learning and improved transdisciplinary practice. Universities…

3154

Abstract

Purpose

The purpose of this study is to assess the contributions of graduate research to social innovation and change for learning and improved transdisciplinary practice. Universities, as centers of teaching and research, face high demand from society to address urgent social and environmental challenges. Faculty and students are keen to use their research to contribute to social innovation and sustainable development. As part of the effort to increase societal impact, research approaches are evolving to be more problem-oriented, engaged and transdisciplinary. Therefore, new approaches to research evaluation are also needed to learn whether and how research contributes to social innovation, and those lessons need to be applied by universities to train and support students to do impactful research and foster an impact culture.

Design/methodology/approach

This paper uses a theory-based evaluation method to assess the contributions of three completed doctoral research projects. Each study documents the project’s theory of change (ToC) and uses qualitative data (document review, surveys and interviews) to test the ToC. This paper uses a transdisciplinary research (TDR) quality assessment framework (QAF) to analyze each projects’ design and implementation. This paper then draws lessons from the individual case studies and a comparative analysis of the three cases on, namely, effective research design and implementation for social transformation; and training and support for impactful research.

Findings

Each project aimed to influence government policy, organizational practice, other research and/or the students’ own professional development. All contributed to many of their intended outcomes, but with varying levels of accomplishment. Projects that were more transdisciplinary had more pronounced outcomes. Process contributions (e.g. capacity-building, relationship-building and empowerment) were as or more important than knowledge contributions. The key recommendations are for: researchers to design intentional research, with an explicit ToC; higher education institutions (HEI) to provide training and support for TDR theory and practice; and HEIs to give more attention to research evaluation.

Originality/value

This is the first application of both the outcome evaluation method and the TDR QAF to graduate student research projects, and one of very few such analyses of research projects. It offers a broader framework for conceptualizing and evaluating research contributions to social change processes. It is intended to stimulate new thinking about research aims, approaches and achievements.

Details

Social Enterprise Journal, vol. 18 no. 1
Type: Research Article
ISSN: 1750-8614

Keywords

Open Access
Article
Publication date: 9 May 2016

John Willison and Femke Buisman-Pijlman

Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research…

9132

Abstract

Purpose

Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness.

Design/methodology/approach

This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year.

Findings

All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework.

Research limitations/implications

While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice.

Practical implications

When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies.

Originality/value

No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.

Details

International Journal for Researcher Development, vol. 7 no. 1
Type: Research Article
ISSN: 2048-8696

Keywords

Open Access
Article
Publication date: 13 July 2021

Lorelli Nowell, Swati Dhingra, Natasha Kenny, Michele Jacobsen and Penny Pexman

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to…

2681

Abstract

Purpose

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.

Design/methodology/approach

This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.

Findings

The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.

Originality/value

The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Book part
Publication date: 29 November 2023

Abstract

Details

The Emerald Handbook of Research Management and Administration Around the World
Type: Book
ISBN: 978-1-80382-701-8

Content available
Article
Publication date: 11 November 2011

Linda Evans

376

Abstract

Details

International Journal for Researcher Development, vol. 2 no. 2
Type: Research Article
ISSN: 2048-8696

Open Access
Book part
Publication date: 29 November 2023

Valentina Romano, Adele Del Bello and Annalisa Albanesi

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is…

Abstract

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is based on a study of 22 national, European Union (EU), and international RMA associations/networks which was carried out between April and June 2020 and revised in 2022; it aims at providing a comprehensive overview of skills and competences of RMAs as a profession to enable worldwide benchmarking and analysis.

The benchmarking analysis could provide useful information for those working on the development of professional frameworks training targeted at RMAs, or the recognition of RMA as a profession.

Details

The Emerald Handbook of Research Management and Administration Around the World
Type: Book
ISBN: 978-1-80382-701-8

Keywords

Content available
Article
Publication date: 9 November 2012

Linda Evans

153

Abstract

Details

International Journal for Researcher Development, vol. 3 no. 2
Type: Research Article
ISSN: 2048-8696

Content available
Article
Publication date: 18 May 2012

Linda Evans

113

Abstract

Details

International Journal for Researcher Development, vol. 3 no. 1
Type: Research Article
ISSN: 2048-8696

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