08/RC/05

The University of Edinburgh Code of Practice for the Management of Research Staff

A full detailed discussion of the implementation of this Code in the College, will take place at the CRC’s November meeting. However, members of the Committee may wish to familiarise themselves with the aims and details of the Code and the national Concordat in advance of the November meeting. Members are also asked to bring any examples of good practice already in existence within Schools in CHSS to the attention of College HR Director - Sarah Adam, and the Dean of Research.

The University of EdinburghCode of Practice for the Management of Research Staff, and

The Concordat to Support the Career Development of Researchers

Two policy documents have been launched in quick succession to each other over the summer – one national, The Concordat to Support the Career Development of Researchers - one local, the University of Edinburgh Code of Practice for the Management of Research Staff.

They are both important documents which highlight the importance of research staff management and career development support. The Code of Practice builds on many examples of good practice already in place at Edinburgh.

The two documents have been developed in full knowledge of each others’ existence and have informed each other[1]. The Code of Practice complements the Concordat and provides an Edinburgh context and offers practical help and pointers to key resources. A number of the recommendations in Edinburgh’s Code of Practice meet various Concordat principles.

Paper copies of the Code of Practice has been circulated to all Heads of School, all School Administrators, all research staff, and all PIs. The full document is available online at:

and the 2-page executive summary is attached to this paper in Appendix A.

Paper copies of the Concordat have been circulated to all research staff and all PIs. It is also available online at:

There is an outline of both documents in latest Newsletter for Research Staff:

Members of the Committee are asked to familiarise themselves with the Code of Practice before the meeting. Members are also asked to bring any examples of good practice already in existence within Schools in CHSS to the attention of College HR Director, Sarah Adam, and the Dean of Research.

Further detailed discussion of the implementation of the Code of Practice in the College, will take place at the CRC’s November meeting. The DoR will request CRC members to investigate implementation of the Code of Practice in their respective Schools and to report back at the November meeting.

Meanwhile, implementation of the Concordat is being looked at from a University-wide perspective by HR.

APPENDIX A

CODE OF PRACTICE FOR THE MANAGEMENT OF RESEARCH STAFF - AN OVERVIEW

INTRODUCTION

Research staff make crucial and highly valued contributions to the dynamic and thriving research environment at the University of Edinburgh. In order to remain attractive and competitive the University recognises it needs to have the highest quality leadership, management and development for this key group of staff. The introduction of the Code of Practice for the Management of Research Staff demonstrates the University’s commitment to, and encouragement of, the provision of timely and effective support to research staff and their chosen career paths.

In introducing the Code, the University is:

  • making a statement about the value it places on supporting its research staff
  • initiating strategies for the improved management of research staff and clarifying responsibilities in the management process
  • encouraging uptake of professional and career development activities by research staff
  • encouraging a culture of shared responsibilities

RESPONSIBILITIES

The Code of Practice sets out the responsibilities in the management process that fall to the researcher, the PI and the School, over the life of a project.

Research staff are responsible for:

  • taking responsibility for their own career management
  • ensuring clarity about their role and responsibilities within the research project

PIs are responsible for:

  • direction, and active management, of the research project
  • facilitating and actively supporting the career development of research staff

Schools are responsible for:

  • promoting and encouraging PI good management practice
  • establishing and fostering a framework under which researchers are supported and managed.

FORMAL REVIEW MEETING FOR RESEARCH STAFF

The Code of Practice states that all research staff should have regular formal progress and review meetings, often referred to as appraisal. There should be two distinct types of formal review meeting to discuss the research project, and to discuss the researchers’ personal development, namely:

  • Project Review Meeting
  • review project progress against agreed milestones
  • review of performance in relation to project
  • review of training needs in relation to project
  • Development Review Meeting
  • consideration of career development and aspirations
  • review of options available and prospects for success
  • review of longer termskills development and trainingneeds

Project Review Meetings are carried out by the PI. They should happen regularly throughout the year – weekly/monthly/quarterly, as appropriate. At one point in the year there should be a more formal Annual Project Review meeting for each research staff member, providing an overview of the whole year.

The role of the Development Review Meeting is to enable the researcher to pause and consider his/her future, including the specific skills he/she may wish to acquire for his/her future career. Although project success is a high priority for researcher and PI, it is vital that time is taken to review options and to advise the researcher beyond the project. This meeting could be carried out by the PI, but the School should also allow the researcher the opportunity of having another mutually agreeable academic mentor for these development review meetings. It must happen at least once a year and be formally recorded.

Forms are provided in the Code of Practice for recording these meetings[2].

MANAGEMENT OF EARLY CAREER RESEARCHERS AND LONG-TERM RESEARCHERS

The Code of Practice provides guidance on the management process that is appropriate for both early career research staff and for long-term researchers. For early career research staff this guidance is sub-divided into the start, mid and end project stages. The guidance is not meant to be rigid –it should be usedby Schools as a framework that can be adapted to meet local circumstances and specific needs.

Early Career Researchers (covering typically a period of no more than 5 years following appointment). Important considerations for early career research staff include:

  • induction to the University, research unit, project, team and role
  • gaining and developing knowledge, experience and skills
  • fulfilling of project commitments
  • balancing project goals with the need to engage in career planning
  • regular progress and review meetings as outlined above
  • undertaking relevant professional and career development for the benefit of the project and the future career plans and aspirations
  • assessing next steps in good time before the end of a project

Long-term Researchers(typically researchers with5 years experience who have chosen a long-term research career). It is important for long-term researchers to:

  • take primary responsibility for their own development
  • take part in regular progress and review meetings
  • undertake skills development to maintain motivation and job satisfaction
  • explore opportunities for further development of research, for example by becoming co-investigators
  • engage in ongoing training and development to better position themselves to take on additional responsibilities as appropriate, e.g. teaching and supervision roles
  • consider their prospects for promotion where higher level responsibilities are undertaken

Another group of research staff who need to be considered are:

Independent Researchers

Such research staff will be funded from grants or fellowships that they obtained themselves, and may often be regarded as PIs in their own right. Each independent researcher should be assigned a mentor or advisor who is an experienced senior staff member. As well as adapting the Code of Practiceas appropriate to the needs of the independent researcher, the mentor will be available to advise on paper/grant submissions, long term career prospects within and outwith the University, and on the financial and administrative responsibilities that come with supervising a research group.

TRAINING AND DEVELOPMENT OPPORTUNITES

As members of University staff, researchers are entitled to access the training and development support available to all staff from a number of providers across the University, and in most cases this is at ‘no cost’ to individuals, projects or Schools. There is a well-established Researcher Development Programme[3]providing professional and career development support, training and resources to all research staff across the University. Examples of this support are signposted in the Code of Practice with relevant web links for ease of reference.

PIs should, where possible, support researchers in exploring and aspiring to any career route that they identify. He/she should advise appropriately on the prospects and requirements for success, and on the development activities that may help the career goal.

NEW CONCORDAT (June 2008)

The University’s Code of Practice for the Management of Research Staff is very much in line with the newnational “Concordat to Support the Career Development of Researchers”, whichsets out 7 key principles for the management of researchers’ careers, including: “The importance of researchers personal and career development, and life long learning, is clearly recognised and promoted at all stages of their career.”

[1] RCUK asked for permission to use some of our terminology and definitions from the Code of Practice in the Concordat, and have included Edinburgh as an example of good practice (page 9).

[2]

[3]