SKILLSDEVELOPMENT SCOTLAND AND SCOTTISH GRADUATESCHOOLOFSOCIALSCIENCEDoctoral Training Programme (SGSSS/DTP)CO-FUNDED POSTGRADUATESTUDENTSHIPS

2017COMMENCEMENTINFORMATIONPACKAND APPLICATIONFORM

1 / IntroductionandContext
BackgroundTimeFrame
Aimsand Objectives / 2
2
2
3
2 / ApplicationProcess
GeneralInformation
IssuesforApplicantsto ConsiderAssessmentofApplications
SelectingaStudentandSupervisoryArrangementsOtherIssues / 4
4
4
5
5
6
3 / ResearchTopicsandApplicationFormNotes / 7
Annex1 / ApplicationForm

Theclosingdatefor applicationsis6th February2017.Theclosingdatewillbestrictlyadheredto.

Allapplicationsmustbesubmittedelectronicallyto

SGSSSplanstocommunicatetheoutcomeofthecompetitiontosuccessfulandunsuccessfulapplicantsbytheendofFebruary2016

Successfulapplicantsmustrecruitastudenttocommenceinthe2017/18academicyear.

Skills DevelopmentScotland and Scottish Graduate School of Social Science Doctoral Training Programme (SGSSS/DTP)forFull-Time PhDs forOctober2017 Commencement

In partnership withtheScottish GraduateSchoolof SocialScienceDoctoral Training Partnership (SGSSS/DTP),SkillsDevelopmentScotlandwishesto co-fund up tofourPhD Studentshipsin socialsciencesubjectstocommencein October2017.Weareseeking proposalsfrom academicsacrosstheSGSSSfromany accredited pathway which isinterested inhosting studentships.

For furtherinformationontopicspleasecontactRosieMcCready (–0141 2282551 or0300013 2360)orDrPatrickWatt(–0141228 2532 or0300013 2291).

SECTION1INTRODUCTIONAND CONTEXT

Background

1.1SkillsDevelopmentScotland isScotland’sNationalSkillsbody tasked withdeveloping theskillsandlearning system to help achieve sustainable economic growth.Together with partners, we drive the Skills Planning Model which aims to improve the response of education and training to the needs of industry and to ensure that people have the best possible chance of succeeding in the world of work.

1.2As Scotland’s skills body, we are central to driving the success of Scotland’s economy, working with partners to create a Scotland where:

  • Employers are able to recruit theright people with the right skills at theright time
  • Employers have high performing, highly productive, fair and equal workplaces
  • People have the right skills andconfidence to secure good work and progress in their careers
  • There is greater equality of opportunityfor all.

1.3We do this by delivering services for individuals and employers that help them to achieve their ambitions:

  • Responding to skills demand throughSkills Investment Plans and Regional Skills Assessments
  • Making the skills system work for business via an Employer Engagement Team and a web service Our Skillsforce
  • Careers Information Advice and Guidance from centres throughout Scotland, a contact centre and a web service My World of Work
  • Work based learning through Modern Apprenticeships, Foundation Apprenticeships and Graduate Level Apprenticeships

1.4SkillsDevelopmentScotland wishesto co-fund up tofour 3 year(+3)PhDstostartin October2017Theoverallaimof thePhD schemeisto providenewresearchopportunitieswhich contributetotheevidencebaseforthedevelopment of skillspolicyin Scotland.Thesponsorship ofPhDswillalso increasethecapacity oftheresearch community to conductpolicy-focussed research relevantto theskillsagenda.

TimeFrame

1.5Thetimeframefortheprocessbetween thecallforproposalsin thisdocument and thestartof thePhDstudentship isoutlinedbelow.

Callissued / December2016
Deadlineforfullapplications / 6February2017
Decisionscommunicatedtoapplicants / End of February 2017
Studentshipscommence / 1October2017*

(*A laterstartmaybepossibleif a studenthasspecial circumstances)

AimsandObjectives

1.6SkillsDevelopmentScotland isworking with theSGSSS-DTPto supportinnovative and cross-cuttingresearchon skills-related issues ofrelevancetoScotland.Weaimto supportresearch which involvesrigorousand imaginativedesignsand methods.

1.7Theaimsof thePhDSchemeareto:

  • add to thestrategicand cross-cutting evidencebase which informsthedevelopment,implementation andevaluationof skillspolicyin Scotland;
  • increaseandenhancetheimpactof high qualityacademicresearchon policyand delivery;
  • supportresearchthatiscapableof being applied in thedelivery ofsocialpolicyand services;
  • develop capabilityamongsthigh-qualityacademicresearchersto conductpolicy-appliedresearchin disciplinesrelevanttotheScottish skillsagenda;
  • enhanceongoing relationsbetween theacademic,policyand usercommunities.

1.8Itisalsoexpected thatstudentsand academicinstitutionswillbenefitthrough animprovedunderstanding of contemporary issuesaffecting economicand socialpolicy in Scotland with regardto skillsand training.Thiswillhelpto ensurebetterunderstanding of howfuture research can morefully makeanimpacton policy and deliveryandof howthatimpactcan bedemonstrated and sustained.

1.9Thisschemeisalsointended todevelop rounded socialscientistsfrom a rangeofdisciplinaryandinterdisciplinarytraining pathways.Thecompetition is open toavariety ofapproachesin termsof designand methodsincluding quantitativedesigns,analysisofadministrativedata,modelling,qualitativeandethnographicstudies,action research,participatory approachesto research,andproposalsthatusemixedmethods.

1.10Applicationsareexpectedtoconsiderdiversityissueswhereappropriatein theirproposals,both intermsofmethodologicalapproach and topic.Proposalsarewelcomewhich considerEuropean andinternationalcomparativeelements.

1.11Each PhDprojectwillhavea namedliaisoncontactat SkillsDevelopmentScotland,who willprovidesupportthroughoutthePhD.

1.12Moreinformation about theworkof SkillsDevelopmentScotland can befoundon itswebsiteat:

SECTION2APPLICATIONPROCESS

GeneralInformation

2.1Applications for co-funded 3 year (+3) Studentship Awards are invited from prospective supervisors based in the SGSSS. We will also consider innovative, high-quality proposals for 1+3 PhDs, where the bidder identifies a clear rational for starting with a Masters year (e.g. a limited candidate pool) and demonstrates strong potential for added value in terms of impact.

2.2Applicationsshould bebased onthetopicsoutlined.Therewillbenosetlimitonthenumberofprojectsforwhichan institutionor pathwaycan apply.

2.3Jointapplicationsfrom potentialsupervisorsand a confirmed studentapplicantarewelcome(e.g. acurrentMScstudent).Thisapproach isbasedonfeedbackfrom theacademiccommunityand previousexperiencewhich suggeststhatpostgraduates whohaveactively contributed toaPhD proposalhaveagreatersenseofownershipofthePhD.Wheresupervisorsarenotabletoidentifya suitablestudent(which isnotan application requirement),theyshould clearly identify whenand howtheyplan toadvertiseand recruitastudenttocarry outthePhD.In theassessmentprocess,assessorswilllookforeithera goodqualitypotentialstudentora cleartimetable(withdatesforadvertisementand recruitmentmilestones)and theQualityAssuranceprocessforstudentrecruitment,including a named administrativecontactin theinstitution.SkillsDevelopmentScotland and SGSSS-DTPexpectsuccessfulsupervisorsto engagein earlyrecruitmentprocessesand expecta commitmentofsupportforearlyadvertisementoftheopportunity.

2.4Full-timethreeyear(+3)awardsarenormallyforthreeyearsduration,subjecttothe‘lengthoffunding’eligibilityrules,leadingtothesubmissionof aPhD thesisbasedontheworkcarriedoutwithin theproject.

2.5Responsibilityforstudentselection and recruitmentrestswith theinstitutionsandstudentswillbeexpectedtohaveasuitableMaster’sdegreewithastrongresearchtrainingelement.ESRCstudenteligibilityruleswillapply tothesestudentshipsand institutionsshould ensurethatsupervisorsarefully awareofthesewhenengaging in discussionswith potentialstudents.

2.6Prospectivesupervisorsshould confirm training and eligibilityarrangementsfortheirpathwaywiththerelevantpathwayrepresentativeand/orconvenor.

2.7Wewelcomeinterdisciplinaryand cross-institutionalapplicationsforthiscall.Pleasenotethatthefirstsupervisormustbebased in an ESRC-accredited training pathwayand institution attheScottishDTP.Second supervisorscanbebased in anyScottish GraduateSchoolof SocialSciencepartnerinstitution.

IssuesforApplicantstoConsider

2.8In addition to outlining a high qualityPhDproposal,applicationsshould includeawellthoughtoutand broadlybased research training programmethroughoutthePhD.

2.9Applicationsareencouraged todemonstrateevidenceof:

  • Innovation and fresh thinking in theproposedresearch
  • Clarity of proposal,outlining howtheproposed projectaddressesthechosen topicareaincludingcleartitle,aims,relevancetopolicy and methods
  • Goodresearch design andmethods
  • A sound articulationof howthepotentialimpactoftheresearch willbemaximised throughdissemination
  • Building upon existing expertiseandembedding theearlycareerstageresearcherin a relevantresearch grouping and high quality,activeresearchenvironment
  • Quality of proposed research skillstraining
  • Supervisory experienceincluding evidenceofcollaborativeresearch
  • High standard ofethicalpracticeand riskmanagementin termsofresearchersafety

2.10Applicationsshould focuson thespecified topics. Itisstrongly recommended thattheacademicinstitution payparticularattentionbothto presenting clearobjectivesand research questionsforthetopicand to thetiming and availability of dataand researchresults.Thetopicsprovidescopeforflexibility,intermsof design andmethods,aswellasshaping theresearch questions. Ifyouwould find ithelpfultodiscussyourinterestswithSkillsDevelopmentScotland,pleasecontact:

RosieMcCready

PhD ProgrammeCoordinator(Evaluation,Research andLMITeam)

Tel:0141 2282551 or0300 013 2360

2.11In submittingyour proposal,you shouldaddressSkillsDevelopmentScotland’skeyquestionsalongsidethedevelopmentofmethodologicalskills.Asalways,the PhDshould bedesigned toprovideanoriginalcontributionto therelevantdiscipline.

AssessmentofApplications

2.12Assessmentof proposalswillbeco-ordinated bySkills DevelopmentScotland andtheScottish DTP.

2.13Applicationswillbeassessed againstthefollowing criteria:

  • Awarenessoftheempiricaland theoreticalcontext oftheproject
  • Awarenessofthepractice contextforthePhD
  • PhDdesign and proposedmethods
  • Quality of supervision proposed
  • Approach ofuniversity departmenttostudentrecruitment,managementand retention
  • Approach torisk managementand ethicalconsiderations
  • Added valueprovided byuniversitydepartment(s)orsupervisors
  • Relevanceto thePhD topicsand widerskillpolicy agendain Scotland

SelectingaStudentandSupervisoryArrangements

2.14Responsibilityforstudentselection and recruitmentlieswith thesuccessfulinstitutionsthough theScottishDTPwillassistwith advertising.Therecruitmentprocessmustincludean interviewinvolving SkillsDevelopmentScotland. Inidentifying an appropriatestudentpleasenotethat+3prospectivestudentsmust satisfytheresearch training requirementslaid down byESRC.TheScottishDTPwillbeabletoupdatepotentialapplicantson theserequirements.

2.15If youarein doubtabouttheeligibility of aprospectivecandidate,pleasecontacttheSGSSS. All-fulltimestudentsfunded through theScottishDTPmust submitnolaterthan one yearaftertheirfundingenddate.

2.16Tocomplementtheacademicsupervisors,thestudentwillhaveaccesstoaPhD SponsoratSkillsDevelopmentScotland. TheSDS Sponsorwillbea seniormemberof staffwhohasknowledgeandexperienceof thePhDtopicareaandwillprovideadviceand supporttothestudentin relationto therequirementsof the PhD topic,opportunitiesforengagementwith thepolicycommunityand supporttodisseminateresearchoutputs.TheSDS Sponsorwillalsoattend formal,annualreviewsof the PhD with thestudentand supervisor,to bearranged eitherasa separatereviewmeetingwithSDS oraspartofaUniversity’sinternalannualPhD reviewprocess.

2.17TheSDSPhDProgrammeCoordinatorwillalsoprovidea key pointofcontactforacademicsupervisorsand studentsand willfacilitatemutualsupportand networking betweenPhD studentsand SDSstakeholdersto enhancetheirunderstanding oftheskillspolicy environment.TheSDS Sponsorsand PhDProgrammeCoordinatorwillworkin consultationwithacademicsupervisorsandwillarrange:

  • Atleastoneface-to-facesupportmeeting withthePhDstudentperannum;
  • Atleastonevisitto thestudentand supervisor(s)attheiracademicinstitution perannum;
  • AtleastoneeventperannumwhereallPhDstudentsreceiving SDS funding willbeinvited topresentto,and discusstheirworkwith,SDS staff.

2.18Wherethestudenthasbeen formallyinvited by SDStoattend ameeting atSDSpremises,SDS willreimbursethecostsof traveltothesemeetings,within Scotland,following completionof anexpensesclaimform afterthemeeting.

2.19Theacademicsupervisorsremain responsibleforguiding theresearch toasuccessfulconclusion,including agreeing themethods,milestonesand outputs.Academicsupervisorsshould encouragegoodcommunication betweentheresearcherand SkillsDevelopmentScotland andhelp with linkswithwideracademicnetworks.Itisstronglyrecommendedthatacademicoutletspayparticularattention both to theexpectedoutcomesfromtheresearch and thetimingand availability ofdataandresearch results.

2.20Theaboveinformation ishighlighted atthisstageto ensurefamiliarity withESRCguidelines fornominating asuitablecandidateand forputting appropriatesupervisoryarrangementsin place.

2.21Itisexpected thatstudentsand theiracademicsupervisorswillco-operatewiththeoverallschemeaimsand activities,and meetreasonableexpectationstoparticipatein schemeeventsand contributeresearch findingstopublicationsandotheroutputs.

OtherIssues

2.22Allstudentswillbeexpected toadhereto thestandard ruleslaidoutin theESRCPostgraduateFunding Guide.

2.23All PhD studentsundertaking thesePhDswillbeencouraged to applyforSkillsDevelopmentScotland internshipswhichmay beavailableduring thesecondor thirdyearoftheirstudy.Students mayalsotakeupOverseasInstitutionalVisitfunding opportunitiesoffered by theESRCand applyforotherinternshipsduring thecourseoftheirstudy with permission from both theacademicsupervisorsand SkillsDevelopmentScotland.

2.24Thepossibility existsforoverseasfieldworkto beincluded in research proposalswhereappropriate.Whereoverseasfieldworkisincluded in proposals,applicantsshould followappropriateESRCguidelines.

2.25Onceastudenthasbeen recruited totheprojectaMemorandum of Understanding (PhDAgreement)willbeissuedbetween thehostinstitution and SDS.SDShas a standard PhD Agreementforparticipating Universities.In applying to theprojectyou areagreeingto thetermsoutlined inthePhDAgreement. A copy ofthestandard agreementisavailableon request(– 01412282551 or03000132360)

SECTION3:RESEARCH TOPICSAND APPLICATIONFORM NOTES

NOTES ON COMPLETING THEAPPLICATIONFORM

3.1Applicationswillfocus ononeoftheprojecttopicswhich havebeen proposed and potentialsupervisorsarefreetoapplyformorethanonetopic.Thetopicsprovidescopeforflexibilityintermsofshaping theresearch questions,designand methods.Academicsareencouraged todiscusstheirproposalswith SkillsDevelopmentScotland. ThePhDstudentwillalso haveconsiderablefreedom to develop theirideasandtheapproach tothePhDinthecourseoftheirthreeyearsof study.

3.2In theapplication form in theAnnex,applicantsareinvitedtosetouttheirpreferred theoreticalandmethodologicalapproachtothetopic.SkillsDevelopmentScotland willbeinterested in relevantfindingsarising fromthestudent’sworkthroughoutthecourseofthePhD,however,themain focusof thePhD willbehigh qualityacademicworkandtheapplication formshould reflectthis.

3.3Applicantsfromanyrelevantsocialsciencediscipline(from an SGSSS-DTPaccreditedpathway)areinvitedtoapplyforthePhDs.

ResearchTopics

SDS presentsthefollowingthemesasimportantareasof research in relation toskillsdevelopmentinScotland.Thetopicoutlinesbelowprovidethebroadcontextforeach themeandposea numberof keyquestionsof interesttopolicy-makersand practitioners.Applicantsareencouraged to design innovativePhDproposalsbasedonthesethemes.

ThePhDproposalswillidentifyan appropriatestarting title,frametheresearchobjectivestoalign withboth academicand policyinterestsand identifyclearresearch questionsthatfitwithin thebroad topicoutline.Thereis alsoscopefor fresh thinking in designing innovativeand robustmethodologicalapproachesto answering theresearch questions.

For allof the PhD topicsitisanticipatedthatastrongScottishfocuswillbeincorporated inthePhD (forexamplethrough casestudies orfieldwork).

Theresearch findingsfromthesetopicswillcontributetoa new,collaborativebodyofknowledgewhichadds to thestrategicand cross-cutting evidencebase on skills.PhDstudentswilljoin anemerging cohortofdoctoralcandidatesengaged in collaborative,policy-relevantresearch around importantskills-relatedissues,aswellasbecomingpartofa thriving researchcommunity within thehostuniversity.

SDS PhD topic descriptions 2017

  1. Barriers to Labour Market Entry – Overcoming Health Conditions

The Scottish Government is working to take forward the Smith Commission agreement whereby employment support programmes currently contracted by DWP will be devolved to the Scottish Government from 1 April 2017. This includes contracts to deliver the Work Programme (the UK Government's main employment programme for long term unemployed people) and Work Choice (the disability employment service).

Disabled people and those with long-term health conditions have far lower employment rates than other population groups and often experience other forms of disadvantage, creating multiple barriers to labour market participation. Someone with a disability or long term limiting health condition is:

  • Less likely to be employed
  • More likely to have lower occupational status and fewer qualifications
  • More likely to report some form of financial difficulty

The devolution of employment support to Scotland provides a unique opportunity to explore innovative approaches to helping people with disabilities or long-term conditions into work, for example, through personalised, tailored and integrated support to tackle a range of barriers.

The overall aim of this research project will be to understand the barriers to labour market entry faced by people living with particular long term conditions, such as those with learning disabilities and mental health conditions, and to identify how these can best be overcome, taking into account the diversity of conditions and the variety of labour market characteristics associated with these groups.

It is anticipated that this research project will make use of large scale administrative and secondary data in relation to; education, health and employment (for example, the Scottish Longitudinal Study, School Education records, Scottish Health Survey, SDS Apprenticeship data and the Labour Force Survey).

Key Questions:

  • What are the key trends in labour market participation for those with a disability or long term health condition?
  • How do the employment prospects of people with a long-term health condition or disability differ from the general population?
  • What are the typical trajectories and specific barriers to labour market participation associated with different long-term health conditions?
  • What scope is there for further integrating employment and health services in addressing barriers to labour market participation?
  1. Supporting the key influencers in young people’s careers development

The need for effective and meaningful career guidance is of fundamental importance in the career development of young people. Furthermore, the development of Career Management Skills (CMS) has become central within the delivery of careers information, advice and guidance to allow (young) people to take control of their own career by acquiring a set of skills that lead to lifelong successful career planning.

Key Influencers, such as parents and teachers, play a vital role at all stages of career development from pre-school to senior phase of secondary school and beyond. Whilst there is a growing body of literature on ‘who’ the key influencers are, less is known about ‘how’ these influential actors contribute to the young people’s career choices.

This overall aim of this research is to understand the role and contribution of key influencers in the young person’s career development and the processes of intervention involved. It should examine the motives, expectations and the context of influence. In particular, it will explore the weight that different influencers have, the sources of information they use to inform their advice and the salience of this advice to the young person. It will also consider how best to support the influencers in helping the young person to make informed choices about their careers.

Key Questions

  • Who are the main influencers on young people’s career development and how do they engage with young people at different stages (e.g. school and post-school)?
  • How do the motivations and expectations of key influencers vary over time and in different contexts for different groups of influencers (parents, teachers and employers)?
  • What and who currently influences the key influencers?
  • What sources are key influencers using to advise young people on their careers?
  • What are the man challenges and opportunities for influencing the influencers and what can be done to better support the influencers?
  1. Young people’s learning choices

Young people today have to navigate their way through a complex maze of learning opportunities and career options in a process that has become much more iterative than before. For example, a decision made on subject choice at pre-14 age may not seem like a career decision for life and may be influenced by subsequent work experience and new information about what a particular career pathway is like.

There has been a variety of work done in recent years to look at different aspects of career development and the choices that young people make in relation to learning opportunities that will affect their future working lives. However, there has been limited exploration of the dynamics and processes of decision-making in this context.

This research will review the literature and develop a coherent and comprehensive account of the various factors that contribute to young peoples’ choices about learning and career. It will examine the dynamics of decision-making, identify the different factors involved (individual attributes and structural characteristics) and provide an in-depth understanding of how these factors influence the young person’s decisions.

A key aim of the research is to explore the extent to which work experience during a young person’s learning at school influences the choices that the young people make, compared to other factors such as advice from parents and teachers. We want to be able to understand how employer engagement in learning experiences at a variety of ages and stages can assist in the choices that young people make.

Key Questions:

  • What are the key decision-making processes involved in young people’s choices about learning options?
  • How do structural context and individual attributes interact in the decision-making process?
  • To what extent does engagement with employers influence young peoples’ choices about learning?
  • How can we best support young people in their decision making about learning choices?
  1. Coherent learning pathways

The idea of having clearer pathways through learning to work has grown significantly in recent years, both across the UK and internationally (e.g. see Centre for Vocational Education and Research and National Centre for Vocational Education Research).The unprecedented levels of social and economic change in the last few decades and the high rates of youth unemployment that we are currently experiencing make it more important than ever that young people are supported effective in making the transition from school to work. Such transitions are increasingly complex and difficult to navigate in today’s labour market, particularly for the majority who do not follow the traditional route through senior phase school to University.

A key focus of the research is to consider what a ‘career pathway’ might be in this context: what are the essential elements and how should it be characterised – it will be important in this to look at the concept of pathways from the perspective of work and to consider whether and how such pathways vary on a regional dimension, perhaps reflecting specific geographical labour market opportunities and characteristics.

Further it would be useful for this study to consider how pathways through learning to work can be made more meaningful for both young people and employers, what are the resulting changes needed within the learning and skills system and how best to organise the delivery of support through such pathways in ways that fully engage young people and the various stakeholders involved.

It is anticipated that this research project will make use of large scale administrative and secondary data in relation to education, school to work transitions, and employment (for example, the Scottish Longitudinal Study, School Education records, SDS Apprenticeship data, Understanding Society and the Labour Force Survey).

Key questions

  • How has the concept of pathways changed in relation to learning and work?
  • What are the typical pathways through learning to work in the modern labour market?
  • What new and different kinds of pathways are emerging in response to the increasing complexity of learning and career opportunities?
  • What are the possibilities / advantages of a regional approach to learning and career pathways in the world of work?
  1. Integrating Work-based Learning within the CfE framework

OECD research conducted in 2016 suggests that Curriculum for Excellence (CfE) offers potential as the context for a more collaborative and holistic approaches to education and learning provision. Across Scotland leaders and educators are piloting and pioneering new approaches, often working in isolation due to constraints of time and resource, but in many cases would prefer to work with partners and peers to build consistency, innovation and positive change.