Researcher Education and Development Scholarship Conference

Dr Sonja Tomaskovic, Senior Teaching Associate, University of Cambridge, UK, and Dr Annette Mahon, Deputy Head of Cambridge Centre for Teaching and Learning, University of Cambridge, UK

As the landscape of academia evolves, the support and professional development of Early Career Researchers (ECRs) have become increasingly vital to equip them with the skills, knowledge and experiences needed to thrive in a competitive job market, within and outside of academia (Researcher Development Concordat, 2019).

This article presents our findings from the pilot Researcher Development Fellows Programme (RDFP). The aim of the programme was to provide ECRs with the necessary skills and knowledge to design and deliver researcher development (RD) workshops to postgraduate researchers (PGRs). An additional benefit was that ECRs delivered workshops to postgraduate researchers within their own disciplines, complementing our core program that is open to all PGRs. The programme offered classroom teaching experience for ECRs while enhancing training and development opportunities for postgraduate researchers within their departments, and, ultimately, contributing to a positive research culture.

Enhancing the development of ECRs

The RDFP was designed to support the development of early career researchers, with a key focus on peer learning. Williamson and Paulsen-Becejac (2018) highlight peer learning as an effective teaching strategy, emphasising the value of exchanging ideas and learning from one another’s experiences. To encourage this, we paired participants to work together in designing and delivering workshops within their respective disciplines. This approach of working in pairs, encouraged participants to share teaching strategies, refine workshop materials, and explore different methods for engaging students, ultimately enriching their learning experience and broadening their teaching practices.

The programme was delivered over four-month period and included workshops, tutorials, teaching observations, and peer learning tasks that provided a structured path for ECRs to gradually develop their skills and knowledge in the design and delivery of teaching. Each component within the programme built on the previous one, creating a coherent and cumulative learning experience that equipped participants with a range of skills and competencies. Through the programme, participants developed skills in workshop design, enhanced their facilitation skills and gained valuable insights into effective teaching and learning.

Each peer pair participated in a tutorial with a tutor, who supported them in developing and refining their approach and incorporating these insights into their teaching practice. In the end, they applied their learning, put their skills into practice and co-designed and co-delivered workshops to postgraduate researchers.

An important component of the RDFP was supporting participants to work towards the Associate Fellowship of the Higher Education Academy (AFHEA). In addition to their existing teaching experience, experience gained through the programme formed a basis for AFHEA applications. Informal feedback suggests that working with a peer played an important role in preparing their AFHEA application as in this ‘safe’ peer-supportive environment they shared feedback and advice to refine and improve their submissions (Barnard, Mallaband and Mackley, 2018). At the end of the pilot, all participants who applied also gained AFHEA, demonstrating the effectiveness of the programme and peer learning and support.

ECRs often seek to develop their teaching skills and gain experience but frequently they are faced with limited opportunities to do so. The RDFP was specifically designed with this challenge in mind, offering ECRs valuable teaching opportunities to build experience and hone their skills, recognizing that teaching experience plays a significant role in their career and professional development (Menard and Shinton, 2022). Additionally, through the programme and peer learning activities, participants further developed skills such as organisation, mentoring, and leadership, all highly valued by any employer (Researcher Development Concordat, 2019).

Enhancing the development of postgraduate researchers

The RDFP did not solely benefit the participating ECRs; it was also designed to provide valuable development opportunities for PGRs. ECRs designed and delivered the workshops that addressed the specific needs and challenges faced by PGRs within their disciplines. This, in addition to our core programme, enhanced their overall learning experience and ensured that postgraduate researchers received guidance tailored to them, from individuals who had successfully navigated similar challenges themselves.

Positive feedback received from postgraduate researchers who attended ECR’s workshops, demonstrated that ECRs were well-placed to support the development of postgraduate researchers. PGRs highlighted the value they found in interacting with ECRs who offered unique insights into their respective disciplines. They benefited from these insights and had the opportunity to learn about different topics, such as applying for funding, maintaining a good work-life balance, and managing their research project. This targeted support enhanced their skills, knowledge and contributed to their wider professional and career development, as required by the New Deal for PGRs (UKRI, 2023).

Results and Feedback

The RDFP pilot had 100% programme completion and all participants who applied for AFHEA successfully obtained it. Participants reported that they found contributing to the development of postgraduate researchers to be a rewarding experience that helped them progress toward realising their own objectives (e.g. gaining and formalising their teaching experience) while also enhancing their teaching skills and practice.  Additionally, all participants would recommend the programme to others, emphasising its effectiveness and value.

The PGRs who attended the workshops that ECRs delivered provided positive feedback, appreciating the practical advice, discipline-specific focus, and insights from ECRs who offered a relatable, first-hand understanding of their challenges.

Conclusion

Programmes that have multiple levels of engagement (e.g. Barnard, Mallaband and Mackley, 2018) offer us a way to maximise impact. The RDFP enabled us to achieve a threefold success: enhancing ECRs professional development, delivering discipline-specific learning opportunities for postgraduate researchers, and contributing to a positive research culture, more broadly. Browning, Thompson and Dawson (2017) emphasised the importance of “developing research leaders from leading researchers”, and initiatives like the RDFP is one way to supporting development of ECRs. Through a combination of workshops, peer learning activities and practice, they gained valuable teaching experience, enhanced their pedagogical skills and broaden their professional networks. The programme takes an active approach to equipping emerging leaders with the confidence, organisation skills, mentoring, self-leadership and other key skills to support their progression to the next stage of their careers.