Here, you will find some example development objectives that we think will support you at this stage. They have been developed by a working group of diverse, multi-disciplinary colleagues. The themes were raised by colleagues – including managers – in a cross-University survey about researcher needs, and are mapped to external benchmarks and sector good practice (e.g. Vitae), plus relevant internal strategies and policies.
The objectives identify some key actions for you to complete, and which we hope will support you in your role. Staff needs are likely to be different as the research career progresses, but progression is not always linear and different forms of objectives and support may be required at different times. You may want to adapt them to your own needs, in consultation with your line manager, mentor or research lead.
Developing identity as a researcher
Lead and support the development of a supportive, accepting research community of practice for peers to develop their own research identities. For example, identify which colleagues have expertise in research and find ways in which their expertise and knowledge can be applied to mentor and support the development of research identity for others.
Share and learn from good practice in other subject areas/from others in relation to researcher support. Explore a range of potential appropriate Performance and Development Review (PDR) objectives for staff at every stage of their research career.
Show through your interactions an understanding that research is not a linear journey and support through disappointment as well as success. Work with staff to identify strategies to embed research into their workload plan, and support them to protect time to work towards research objectives.
Broadening your research knowledge (skills) and experience
Develop your understanding of the research environment and provide supportive leadership for professional development for researchers. For example, talk to your staff about the research that they do, and think of ways to use this to encourage collaborative relationships for staff and yourself.
Develop your understanding of the criteria for T&R Contracts/Associate Professor applications/Professorial applications. Your Research Leader is always a good source of signposting.
Equality, diversity and inclusion
Lead and develop others in the integration of equality, diversity and inclusion (EDI) in (research) culture across the institution. Support and encourage communities of practices to support EDI practices and discussions. For example, make EDI a regular reflection topic with your staff. Set a 30-minute meeting as a part of new staff induction and re-visit within 1-2-1s throughout the year.
Talk to your staff about the barriers to EDI becoming an embedded element of research activity and work together to plan and act in response to these challenges. Where colleagues are doing research relevant to EDI, consider how evidence-based actions could be applied in your area. Reflect on how UON guidance and policy of EDI applies specifically to the needs of research-active colleagues in your area.
Identify which colleagues have expertise related to EDI in your area. Identify ways in which you can learn from this community of practice. Consider how you might support the wellbeing and inclusion of diverse research-active colleagues within your area.
Organisational expectations/vision
Explore relevant processes and policy in relation to research and refresh your knowledge of key contacts in your area so that you know who to contact with queries. For example, proactively identify staff who would benefit from having a research-related objective(s).
Liaise with relevant research leader to identify one of relevance to organisational strategy. Invite your research leader or a research leader from outside your area to consider avenues of support for your staff and potential collaborative activity.
Check in with your staff to ensure that their PURE profiles (where applicable) are kept updated. Ensure that you have a good understanding of the research community-related roles that your staff hold (e.g. research ethics committee). Develop your understanding of relevant research systems and policies.
Developing networks, partnerships/collaborations
Promote and develop staff development as needed for staff to be confident at engaging with partnerships and collaborations. Develop your own understanding of the importance of these networks. For example, identify which University research centres are relevant to staff in your area and support your staff to make valuable connections and to collate evidence of the impact of these.
Encourage colleagues in your area to collaborate with other researchers with a similar focus (for example via collaborative bidding, teaching, or publishing). Identify more experienced researchers within the University who may be able to support your staff to build their collaborations and networks (for example Associate Professors or Professors) and share opportunities for collaboration from your own networking.