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Hello, my name is Vanessa Montenegro and I am the founder of VIDEATIS, an initiative to offer consultancy services in the field of academic communication. The M4RD caught my attention, and I applied for mentorship without fully understanding what it was about. Now that I understand the program's objectives better, I realize how much it can help me provide support to researchers and institutions in my region. So, I can't wait to get started! I'll have to work until very late because I'm in Ecuador, lucky me, I'm a night owl!

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Vitae are hosting peer mentoring circles to complement the 1-1 mentoring that M4RD offer. The form to register is here, and closes 1st Octiber 2024. To be eligible, your institution must be signed up to Vitae.

The concept is to provide individuals with a small group (a band, if you will) to share their challenges with, to problem solve and to learn from one another's diverse experience.

Each 'circle' of 5-7 individuals will be a small, accessible professional network for those who develop researchers. Within the pilot programme they will meet at least 3 times, using action learning set principles to discuss specific challenges they face.

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Vitae Peer Mentoring Circles Pilot 24/25 - Registration form

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Please complete this form to register your interest in joining the Vitae Peer Mentoring Circles Pilot 24/25.To be eligible to join, your institution must be a Vitae member, you must be in an active role developing researchers (research students and/or research staff). “Researcher Developers” are defined as working in a role which includes the development of researchers.The deadline to apply is Monday 1 October 2024.By submitting this form, you agree to your data being shared with collaborating institutions on the Steering Group. Your data will be used for the purposes of matching you with a Peer Mentoring Circle of other Researcher Developers and longer term may be used to understand the profile of interest in and engagement with the scheme.

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Two fantastic events coming up for postdocs + managers/supervisors of researchers to attend in Sept & October: https://prosper.liverpool.ac.uk/institution-resources/community-of-practice/events/

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Join us for a session designed specifically to address leadership or management challenges faced by managers of researchers.

This engaging and interactive workshop aims to provide attendees with a toolbox of practical skills and strategies to manage difficult leadership scenarios and confidently navigate the complexities of research management. As well as offering an opportunity to enhance your leadership capabilities, the format also enables participants to connect with peers across other institutions, building their professional network.

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Join us for a session designed specifically to address leadership or management challenges faced by managers of researchers. This engaging and interactive workshop aims to provide attendees with a toolbox of practical skills and strategies to manage difficult leadership scenarios and confidently navigate the complexities of research management.

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Give yourself time to reflect after each session, and think in advance about what you might like to get out of the upcoming session

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What are the characteristics of a good mentor, especially in an academic context?

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Colleen Aldous- aldousc@ukzn.ac.za

Douglas Eacersall- Douglas.Eacersall@usq.edu.au

Jennifer Rowland- jen.rowland@mq.edu.au

Natasha Kitano - natasha.kitano@qut.edu.au

Victoria Schuppert- Victoria.Schuppert@brunel.ac.uk

Annette Mahon - am354@cam.ac.uk

Dominika Butler- dominika.butler@york.ac.uk

Abigail Downie- a.downie@griffith.edu.au

Sven Tuzovic- sven.tuzovic@qut.edu.au

Ai Tam Le- aitamle@deakin.edu.au

Antionette McKane- antoinette.mckane@manchester.ac.uk

Kate Jones- Kate.Jones@mmu.ac.uk

Julia Rayner- Julia.Rayner@york.ac.uk

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Woolhouse, Clare, and Laura Nicholson. Mentoring in Higher Education Case Studies of Peer Learning and Pedagogical Development. Edited by Clare Woolhouse and Laura Nicholson. 1st ed. 2020. Cham: Springer International Publishing

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First time meeting in Hong Kong

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As it came up in the 2nd M4RD event I thought I'd share a list of websites, guidance and resources I've collated on narrative CVs in case it's useful to anyone

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List of narrative CV guidance and resources

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Hi everyone! I'm Anna Sharman, and I started as Researcher Development Manager for Kew Science (Royal Botanical Gardens Kew) in late March. I'm not completely new to researcher development, as I've been a trainer for researchers for my former company Cofactor for years, and have attended Vitae conferences in that capacity. But I am new to doing this job inside an institution.

At Kew I'm going to be setting up a new researcher development programme for research staff, which is somewhat daunting! I have particular responsibility for a small cohort of Future Leader Fellows and am currently planning a retreat for them. At the moment my job mainly involves asking scientists what they do and what they want, which is one of my favourite activities!

I'm looking forward to meeting you all and to learning loads from my mentor.

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Bookings to #VitaeCon2024 have opened! Further information on ticket options below.

We look forward to welcoming you to our annual flagship event, the Vitae International Researcher Development Conference 2024 (# VitaeCon2024 ) for all those with an interest in the policy and practice of global researcher development.

This year #VitaeCon2024 is set to take place both online and in-person on the following dates:

Online Tuesday 3, Wednesday 4 and Thursday 5 September 2024

In-person at Millennium Point, Birmingham, UK on Monday 23 and Tuesday 24 September 2024

The second year of the Vitae Impact, Culture and Engagement (ICE) Awards will take place on Monday 23 September during the Conference Gala Dinner at Birmingham Rep, UK.

#VitaeCon2024 tickets are now available for the following options:

Online only ticket - 3-5 September

In person ticket (including Gala dinner) - 23-24 September

Combined online and in person ticket (including Gala dinner) - 3-5 September and 23-24 September

Three-for-two tickets also available for members

"The whole conference, online and in person is a great experience, there's a real sense of community and it's a great opportunity to bring people with an interest in researcher development together." Alison Gray, 2023 conference participant
The impact of #VitaeCon2023
Read the #VitaeCon2023 reflections from the community

,  workshop recordings, slides and outputs     from   last year's annual conference #VitaeCon2023, to give you a flavour of what you might expect this year. Last year, almost 400 participants came together for #VitaeCon2023, from 17 countries, spanning Europe, America, Africa, Asia and Australia.

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Vitae International Researcher Development Conference 2024

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We look forward to welcoming you to our annual flagship event, the Vitae International Researcher Development Conference 2024 (#VitaeCon2024) for all those with an interest in the policy and practice of global researcher development.

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Curtin, N., Malley, J., & Stewart, A. (2016). Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students. Research in Higher Education, 56(6), 714-738. https://doi.org/10.1007/s11162-015-9403-x

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Hi all, I've put a link on the Padlet to the free, online launch of the UK Research Supervision Survey (UKRSS) 2024. Lots of data including how supervisors feel about supporting the careers of PGRs: https://ukcge.ac.uk/events/uk-research-supervision-survey-launch-2024. We would also love to hear from people who are using mentoring to support supervisors. Please contact rsvp-admin@york.ac.uk and put 'Mentoring' in the subject title.

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Tell your mentor when they ramble off topic! They won't mind and this time is supposed to be focused! Take the last five minutes of each meeting to reflect on what your next steps are and what can make the next meeting go even better than the one you are wrapping up.

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Schriever, V., & Grainger, P. (2019). Mentoring an early career researcher: insider perspectives from the mentee and mentor. Reflective Practice, 20(6), 720-731. https://doi.org/10.1080/14623943.2019.1674272

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Establishing the terrain of the mentor/mentee conversation

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Establishing the terrain of the mentor/mentee conversation

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I am part of another mentor network in which the combination of pre-meeting emails to establish aims and then follow-up emails to clarify actions has proved hugely useful. It doesn't have to be really formal - just a list of "things I'd like to talk about at our next meeting" or "things I'm going to do".

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If your mentee comes to the session with "nothing" to talk about, that's ok! Use the session to think about positives, things going well, skills and attributes. It's never a waste to spend time considering and remembering our strengths.

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https://acmedsci.ac.uk/grants-and-schemes/whats-available-to-me/career-support-space/mentoring-support

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Hear from a mentor-mentee pair on their experiences of what it's been like to keep listening, and keep in touch, during the COVID-19 pandemic.

Professor Mandy MacLean FMedSci has been mentoring for over thirty years. In her video, she reviews the stark challenges facing early career researchers post-COVID, with an ever-more competitive and uncertain career path.

Dr Gemma Modinos is an Academy SUSTAIN participant and mentee, and a Sir Henry Dale Fellow and Senior Lecturer at King's College London. Here, she discusses why having a mentor to talk to during this time has been extremely valuable.

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Hear from a mentor-mentee pair on their experiences of what it's been like to keep listening, and keep in touch, during the COVID-19 pandemic. Professor Mandy MacLean FMedSci has been mentoring for over thirty years. In her video, she reviews the stark challenges facing early career researchers post-COVID, with an ever-more competitive and uncertain career path.

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Follow up with your mentees to show them you care.

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"Massively difficult questions" - Clutterbuck Associates

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"Massively difficult questions" - Clutterbuck Associates

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https://clutterbuck-cmi.com/

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Clutterbuck Coaching and Mentoring International

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Leaders in Coaching &
Mentoring for more
than 45 years

Global best practice with local expertise,
thanks to our Worldwide Partner Network

Supporting organisations, professional coaches
& mentors, HR professionals &
line managers alike

More than half a million people
have been trained
by Professor David Clutterbuck
or his methodology

THE LEADING COACHING & MENTORING NETWORK in the WORLD

Clutterbuck Coaching and Mentoring International (CCMI) is a training organisation specialising in coaching and mentoring which operates through a consortium of boutique training consultancies. We have a network of more than 25 partner organisations covering over 120 countries, all of which have been accredited to provide a consistent, high quality, reliable service in the specialist areas of coaching & mentoring.

We help organisations across the globe achieve a strategic and practical approach to local and multi-country coaching & mentoring programmes, that are both high impact and sustainable.

Whether you are a Coach, Mentor or Trainer; Business leader, HR Professional or Line Manager; CCMI can offer standard or bespoke consultancy or training packages & programmes to suit specific requirements.

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CCMI's portfolio of products & services are based on the research and writings of Professor David Clutterbuck who pioneered developmental mentoring 45 years ago, and on whose work most mentoring outside of the Americas is based.

We have a comprehensive online library of practical briefings, manuals, databases and other support materials, including a wide portfolio of questionnaires and diagnostics regularly updated and strongly researched based. Our on-line library also includes many articles, webinars, blogs and books to compliment our programmes and services, which are based on extensive research, many of them co-edited or contributed to by CCMI members.

Take a look at our free content below or sign up today for full access to our entire resource library.

Our free content is available to everyone. It includes a limited range of Blogs, Videos and Briefing Papers on key topics and the latest trends. If you want to expand your knowledge even further, or support your development or business with up-to-date information and research, sign up for a FREE TRIAL to gain access to the full content of over 500 blogs, tools, techniques, briefing papers and videos within our resource library.

The value of good, timely coaching is immense, leaving a positive impact on you as an individual, yo...

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As a veteran author or co-author of more than 75 professional books, David Clutterbuck has a deep ...

Membership with CCMI offer you will access to all the content within this resource of over 500 blogs, tools, techniques, video briefings and more.

Our core programmes make up the key areas of concern in the world of coaching and mentoring today. Review each of these core programmes and discover the free related content available, or if you are a member, the full library of content we possess to today.

A month's free access to ALL the CCMI content. Set your marketing and content update preferences and we continue to send you updates.

Access all content including over 500 blogs, video briefings and more for just £40 per annum.

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David Clutterbuck | CCMi Coaching and Mentoring Courses and Training

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Leaders in Coaching & Mentoring for more than 45 years Global best practice with local expertise, thanks to our Worldwide Partner Network Supporting organisations, professional coaches & mentors, HR professionals & line managers alike More than half a million people have been trained by Professor David Clutterbuck or his methodology Clutterbuck Coaching and Mentoring International (CCMI) is a training organisation specialising in coaching and mentoring which operates through a consortium of boutique training consultancies.

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In a perfect world, in every mentoring meeting, the mentee would begin with "I've got three things to talk to you about today." It sets a scene, it's bound with a foreseeable end, and it opens up the opportunity for mentoring magic present in every human interaction.

When the mentee starts it like this - "I've got three things to talk to you about today" - the mentor visibly relaxes.

The mentee has thought about this upfront - they're committed to the process. The pressure is off the mentor to blindly dig around for the mentee's challenges. And there are only three things!

In general, we see mentoring catch-ups - whether a meeting, a coffee, or a walk - last for 45 minutes to an hour. Three discrete agenda items fit this time perfectly - there may be, say, a 10-minute discussion for each, and also time for positive tangents resulting from them.
Three agenda items work for the mentee too.
It's easy to come up with three things - even if it's just while on the way to the meeting - and it's easy to remember three things. They might correspond to three aspects of your professional life e.g:

1. Progression,

2. Upskilling,

3. Building profile or network.

Or they might cast the net a bit wider:

1. Longer-term career goals,

2. Balancing work and personal life,

3. A tricky working relationship they need advice on.

Ideally, this agenda would be set and shared before the meeting, so the mentor has time to think through the challenges or opportunities presented, but at the very least it can be introduced in the first few minutes.

Agenda-Setting for Mentoring

Mentoring is a powerful tool for personal and professional growth, allowing individuals to gain valuable insight and guidance from experienced mentors. One of the keys to a successful mentoring relationship is to have a well-structured agenda in place. We'll dive deeper into this and discuss how to utilize the Rule of Three-a simple, yet highly effective principle-in agenda-setting for mentoring, ensuring that both mentor and mentee make the most of their valuable time together.

The Rule of Three

When setting an agenda for a mentoring session, it's essential to have clear and concise objectives to guide the conversation. The Rule of Three suggests focusing on a maximum of three main points or objectives, which allows for more in-depth exploration and discussion around each. By concentrating on three key topics, mentors and mentees can maintain an engaging and productive conversation without feeling overwhelmed by too many ideas.

This agenda-setting trick taps into The Rule of Three, which dictates that a set of three things is complete - a perfect balance of brevity, pattern, and rhythm. It's satisfying, and it makes perfect sense for a mentoring meeting - which you often fit in around your usual day, but which needs its own sense of occasion, and is best when it's easy to remember.

The Rule of Three has long been regarded as an effective strategy in communication, as it allows for better retention and understanding of information. By applying this principle to mentoring agendas, mentors and mentees can ensure a more focused and meaningful dialogue throughout their sessions.

Harnessing the Power of Three in Your Mentoring Program

Implementing the Rule of Three in your mentoring program is a relatively simple process. Start by asking your mentee to identify three key areas of focus or development that they would like to address in their sessions. These should be specific and actionable topics that can be addressed during the course of the mentoring relationship.

Once the mentee has established their three main focus areas, the mentor can assist in developing detailed objectives and action plans around these topics. Additionally, refining and revisiting these three areas throughout the mentoring program will help track progress and ensure the continued alignment of goals.

The Benefits of Utilizing the Rule of Three for Mentoring

There are numerous benefits to applying the Rule of Three in your mentoring agenda, including:

Increased focus and depth in discussions relating to the mentee's development

Better retention of information and ideas for both mentor and mentee

Enhanced goal-setting and action planning around specific areas of growth

More efficient use of both mentor and mentee's time, with a streamlined and manageable agenda

Structuring Mentoring Sessions with the Rule of Three

When structuring a mentoring session, it's crucial to start and end each meeting purposefully. Begin with introductions and updates, making sure that both parties are ready to embark on a productive conversation. Following the Rule of Three, divide the session into three distinct segments dedicated to each focus area.

Make sure to allocate time for self-reflection, questions, and feedback within each segment. Finally, conclude the meeting by summarizing the discussions and outlining any follow-up actions required. This will ensure that mentoring sessions remain focused, effective, and consistent with the objectives of the mentorship.

How Self-Reflection Can Maximise Your Mentoring Agenda

Self-reflection is a crucial component of any successful mentoring relationship, as it allows both mentor and mentee to evaluate their progress and identify areas of improvement. Encourage your mentee to engage in regular self-reflection exercises, both during and outside of mentoring sessions.

By incorporating self-reflection into setting the mentoring agenda, the mentee can gain deeper insights into their progress, adapt their goals and objectives as needed, and make the most of their mentoring relationship.

Tip: Spend 15-20 mins reflecting on your recent successes, failures, goals, aspirations etc. Here are 10 questions to help you reflect on the past 12 months. If that's not enough, we've got over 70+ questions you can ask your mentor or mentee to help enrich your next agenda.

Respecting Our Mentoring Partner's Time and Effort

Mentoring is a mutually beneficial relationship, with both mentor and mentee investing time and effort to support one another's growth. By adhering to the Rule of Three and consistently maintaining a focused mentoring agenda, both parties can ensure maximum value from the time and energy they invest.

Respecting and valuing each other's contributions is key to fostering a successful, enduring mentoring partnership. By implementing the Rule of Three in your mentoring agenda, you'll promote clear communication, focused objectives, and a mutually beneficial mentoring experience - and have better conversations overall.

So try it out in your next catch-up, and make it a habit to formulate and share the three things in advance. It's a deceptively simple and flexible framework to create perfect conditions for mentoring magic.
Discover more mentoring resources

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In a perfect world, in every mentoring meeting, the mentee would open with "I've got three things to talk to you about today." Discover how effective agenda-setting can transform your mentoring experience.

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Hello everyone. Welcome to the Mentoring for Researcher Developers (M4RD) Scheme 2024. I'm Douglas, a member of the M4RD organizing group. I work at the University of Southern Queensland as a Senior Lecturer (Researcher Development) and the Learning Advisor for Higher Degree by Research students. I participated in the scheme for 2022 and 2023 and hope to again have the opportunity to meet others and assist them to achieve their goals in this field.

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Greetings All. I'm Jen Rowland, a new addition to the M4RD organizing group. This is a pic of me on a recent trip to Kyoto. I'm a Senior Lecturer at Macquarie University in Sydney, Australia, where I also direct the Master of Research for the Faculty of Medicine, Health and Human Sciences. I've been working in researcher development since leaving the lab in 2011. I joined the team as I'm developing a mentoring network in my faculty at the moment and then contacted Colleen about this great program. I've been mentoring with IMNIS over the last few years and can't wait to connect with you all here.

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Having had a great experience mentoring last year I am delighted to be joining the M4RD 2024 Committee and look forward to all the conversations to come.

Once upon a time I was a biologist, but have since worked in variety of roles in educational and researcher development and am currently Deputy Head of the Centre for Teaching and Learning at Cambridge, where I lead the PG education and development team. I'm keen to foster connections in the world of RD. Do drop me a line - my LinkedIn is: www.linkedin.com/in/annette-mahon-17ab50230

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Prof Colleen Aldous and me (on the right)

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Hi everyone. My name is Tasha Kitano. I'm one of the M4RD 2024 committee members. Welcome to our mentoring scheme. This photo is of me with my mentor Colleen. We were matched up in the original scheme in 2022 and our connection was so successful that Colleen was invited by my university -QUT in Brisbane, Australia to come and visit from her university - University of KwaZulu-Natal in South Africa. This has been a great experience for both Colleen and I, and I hope that you enjoy the mentor/mentee experience too. Please connect with me on Linkedin here:

linkedin.com/in/natasha-kitano-045859b3

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Hi all, I'm Victoria and one of the M4RD 2024 Committee Members. I joined the scheme last year as a mentee and I'm excited to be on the other side for this iteration and help others have a great mentor/mentee experience.

I work as Senior Researcher Developer (Research Staff) in the Graduate School at Brunel University London, where I work on the development and implementation of the Researcher Development Concordat, the Research Culture agenda, and the strategic planning of the research environment for a diverse group of research staff.

In my previous role, I led research impact in the College of Business, Arts and Social Sciences at Brunel and was heavily involved in research assessment, incl. research outputs and research environment.

I very much enjoy working collaboratively across the institution with diverse and multidisciplinary groups of people, as well as with the wide range of external professional networks I have built in my career. Feel free to connect with me via LinkedIn.

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Hi Everyone - I'm Abigail (Abi) Downie from Griffith University in Brisbane, Australia. I am employed as the Graduate Research Development Consultant based within the Graduate School and my main responsibilities include overseeing and contributing into the candidate and supervisor training programs; supporting the candidate representatives; advocating for the needs of and helping other training providers to provide training that is fit for purpose for HDRs; and progressing strategic projects in the Graduate Research Development space. I moved into the Graduate Research Development space after completing a PhD in marine parasitology and absolutely adore working with and supporting the educational experience of HDR candidates.

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Hello Everyone!

My name is Dominika and I'm a Researcher Developer in the Building Research and Innovation Capacity (BRIC) Team at the University of York, UK.

In my role as a Researcher Developer I design, deliver and evaluate professional development training for Postgraduate Research Students and Research Staff. I am also involved in additional projects including organising the Three Minute Thesis competition.

In my previous life I was a cancer research scientist. I really enjoyed the research, but not the short-term postdoctoral contracts, so I made a leap to the RD and I absolutely love it!

I am happy to connect with you on Linkedin, here's my profile:  Dominika Butler

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Hello everyone,

I’m Sven Tuzovic and a new member of the M4RD 2024 Committee. I am an Associate Professor of Marketing at the QUT Faculty of Business and Law. Before joining QUT I was Associate Professor at Pacific Lutheran University and Visiting Professor at Griffith University, Murray State University, and the University of New Orleans.

I joined the M4RD scheme last year as a mentor and had a great experience. I am passionate about global connectedness. In my role as Education Officer for SERVSIG, a special interest group of the American Marketing Association, I facilitate service education globally by building a community of international service educators.

Feel free to connect with me on LinkedIn. Here is my profile: https://www.linkedin.com/in/drstuz/

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Photo taken in2015, I may look different now

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Hello everyone! I was a mentee last year and had a great experience. I look forward to working with the M4RD team to bring this experience to more people!

I'm originally from Viet Nam and have been studying/working in Europe and Australia for the past 9 years. Since my PhD days, I have been interested in creating an academic environment in which people feel belonged and can flourish. I am a baby in the research development space, starting as a researcher development coordinator in 2022. I'm going to be a lecturer in HDR development at Deakin in February, which will allow me to work more with graduate researchers, a group that I hold dear to my heart. My LinkedIn profile: https://www.linkedin.com/in/ai-tam-le-95061529/

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Hi everyone, I’m Kate Jones, a new member of the M4RD Committee. I am a Researcher Developer at Manchester Metropolitan University. I took part in the scheme as a mentee last year which has been incredibly valuable to me both personally and professionally. I look forward to contributing to others having the same excellent experience for the 2024 scheme.

My role as an RD is focused on research staff, with a particular ECR development remit, but I am also involved in projects around PGR development, Mid-career researcher development and research culture.

Before joining Manchester Met, I was the Head of Learning and Professional Development at Vitae, a non-profit programme managed by the Careers Research and Advisory Centre (CRAC) based in Cambridge. I joined Vitae as a project manager in January 2018.

Prior to that I was a Doctoral Researcher and Associate Tutor at the University of East Anglia in Norwich. I did my PhD as a single parent part-time then full-time.

In the first phase of my career I was a Teacher of English/Media/Drama and a Head of Year at a Secondary School/High School in Cambridge.

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•	“Level up your Mentoring Practice” – Dr Kay Guccione

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•	“Level up your Mentoring Practice” – Dr Kay Guccione

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https://express.adobe.com/page/MOfoOkSyEhxP1/

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This is a practice development resource for mentors, and assumes that you have already done some introductory mentor training, and have done some mentoring in practice. It also assumes a shared understanding of mentoring as a specialist educational practice, based on a Humanist philosophy of learning, which involves more than simply the passing of advice from mentor to mentee. Below, I offer five ways you can become a better mentor.

If you were hoping to find out how to recruit a mentor for yourself, please see this resource.

1. CHeck for solid foundations

As a specialist practice, mentoring includes a diverse repertoire of different ideas, processes, techniques, and structures you can use. A google search for ideas for mentoring or coaching, will bring up tons of resources for you to use. What's important is how you deploy these tools. A good mentor works in collaboration with their mentee, in partnership, as an ally. They respect the needs and the choices of the mentee and place these at the centre of the partnership. And they trust their mentee to make their own decisions about their own life, taking a non-judgemental stance, and remaining open minded to different ways of achieving a goal.

A good mentor listens more than they talk. They act as a sounding board for the mentee's thoughts and ideas, amplifying the learner voice.

2. set clear expectations

Using a mentoring 'agreement' or 'contract' is an essential professional and ethical competency for mentors. Don't be inclined to leave important details like the purpose of the mentoring partnership, the aims, what will and won't be delivered, and issues of confidentiality to chance or assumption. Failure to set out an agreement before starting the process, is a common cause of dissatisfaction in a mentoring partnership a major cause of disengagement from mentoring. Use the Mentoring Agreement:

to outline clearly the purpose of the relationship, and where any professional boundaries lay;

to specify what you as a mentor can offer;

to state explicitly what you and the mentee should expect of each other in terms of time and effort; and

to agree the focus the mentoring sessions will take.

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This is a practice development resource for mentors, and assumes that you have already done some introductory mentor training, and have done some mentoring in practice. It also assumes a shared understanding of mentoring as a specialist educational practice, based on a Humanist philosophy of learning, which involves more than simply the passing of advice from mentor to mentee.

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Hi all,

I am researcher developer at the University of Manchester, working primarily with PGRs. I have a strong interest in the role of community building among researchers, both in terms of how it can advance individual personal and professional development, and in terms of how it can contribute to shaping a diverse and inclusive research culture.

Before working as a researcher developer, I held an academic lecturing position for over a decade, in which time I developed a strong interest and significant expertise in facilitating peer-led learning and in the process of co-designing academic programmes with students, educators, researchers and industry partners.

I took part in the M4RD scheme as a mentee when I was at a point of transition between lecturing and researcher development and found the experience incredibly valuable, so I am delighted to be serving as a member of the organising group this year.

Feel free to connect with me or get in touch on LinkedIn: www.linkedin.com/in/antoinette-mckane-phd-fhea-0812252a

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Hi everyone, I'm Julia and have recently moved to the University of York. I'm the Mentor Coordinator for the Next Generation Research Supervision Project (RSVP). I have a Researcher Developer background working with research students and supervisors. I also spent a few years managing the Graduate Research School at Massey in New Zealand. It's wonderful to be part of this network

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Given the international nature of this programme, thought this tool may be useful for scheduling meetings.

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Effortless time conversion and world time. Schedule conference calls, webinars & online meetings, plan travel and track flight arrival time across time zones.

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Hi Everyone!

My name is Bhuva Narayan.

I'm new to M4Rd - I joined recently after hearing about it at the QPR Conference in Adelaide. I'm an Associate Professor of Communication at the University of Technology Sydney, and also the Director of Graduate Research for my Faculty of Arts and Social Sciences, with around 150 HDR students.

I organise and lead a lot of researcher development for HDR students, and I have also mentored many ECRs into supervision roles. I am currently developing a supervision development programme for a faculty as our supervisors do not seem to appreciate the ones offered by our Graduate Research School.

I look forward to sharing and learning from this community.

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Hello! I'm Dr Peter O'Rourke, Researcher Development Manager (Research Staff) at the University of Exeter, where I have been in post since January this year. Since joining the team here, I have been getting to grips with our researcher training and development opportunities, as well as activities that promote research culture and avenues for Early Career Researchers to have their voices heard via the university structures.

I previously worked on Exeter's Insessional programme of English language skills development for international students. My own research interests are in drama/ theatre/ performance studies and I have previously taught in these areas.

As I am new to researcher development, I am keen to learn from your expertise.

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I'm Organisational Development Specialist for Research at the University of St Andrews in Scotland. I am passionate about creating the conditions for researchers to deliver inspirational work and to maximise their career potential.

This is my first development role, having spent most of my career as an operations and project manager. I worked as a Research Project Manager on InGAME, a collaborative R&D project designed to increase the economic scale and value of the Dundee videogames ecosystem. The project was led by Abertay University, in partnership with the University of Dundee and the School of Management here at St. Andrews.  The project is forecast to deliver 15x return on public investment and the Institute for Capitlising on Creativity at the university published their own evaluation here.

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Hello, I'm a research lead at St. Mary's University in London, responsible for people and culture development, principally in the School of Education. Coming from a background where there was little support in place when I was an ECR, I'm interested in supporting the development of others around profile building, public engagement and publications in particular.

I previously worked in a similar role at the University of Worcester and before that at the University of Chester. I was a teacher for many years, completing a PhD and learning and new disciplinary field in the interim. My research profile is in the history of religion and education.

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Profile for Stephen G Parker (Director - CERRL; Professor - Education) at St Marys University, Twickenham

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I am an academic developer at the Centre for Academic Technologies at the University of Johannesburg, South Africa. I received my PhD in Education from Rhodes University, South Africa. My research focuses on the mechanisms that enable or constrain postgraduate supervision development. I have authored book reviews on doctoral education and co-authored a chapter about holistic supervision development in doctoral studies. I have also co-edited Postgraduate Studies in South Africa: Surviving and Succeeding, in which I also contributed a chapter on the benefits of being part of a doctoral team. My recent publication is about the need for the development of emerging postgraduate supervisors. Additionally, I am a member of the International Doctoral Education Research Network.

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Hello!!! I am Programme Training Manager at Doctoral Training Alliance (DTA)- University Alliance, responsible for developing doctoral training programme for postgraduate researchers from DTA universities. I identified my interest in researcher development during my research doctorate at the University of the West of Scotland. I was part of a peer-led learning scheme for PGRs at UWS and this was the start of my PGR development and support journey. I also co-authored a research article about peer-led learning for PGRs( Full article: ‘PGR Connections’: Using an online peer- learning pedagogy to support doctoral researchers (tandfonline.com)).

I am at an early stage in my researcher development career and I could really really benefit from the M4RD scheme. I am eager to learn and collaborate.

I am looking forward to learning from this community.

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Hi there! My name is Teresa. I'm genuinely passionate about understanding and nurturing human potential. Four years ago I transitioned from a background in ecological research to leading the Academic and EDI (Equity, Diversity, and Inclusion) office at CREAF, a research centre in Barcelona. In this role, I'm dedicated to (1) designing and delivering training programs to empower researchers' strategic career management, (2) attracting and retaining the best research teams, and (3) creating a research culture that people experience as supportive, engaging and equitable. After organizing some mentoring programs, I am really looking forward to have the opportunity to be a mentee :) Let's connect : https://www.linkedin.com/in/teresa-rosas-phd-9177b4200/

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Hello everyone!

I'm based in Edinburgh, UK and have been running my own business how2glu (https://www.how2glu.com/) for 6 years now. I have been a mentor on M4RD since 2023. I'm a research & management consultant, business advisor, trainer and am currently working on research culture diagnostics, post-doc and fellowship career development programme development in the UK and Australia, and a 'soft' skills learning platform. I deliver RD training & mentoring across a wide range of topics, e.g. networking skills, post-PhD careers, innovation, imposter phenomenon. Collaboration is the golden thread that runs through the different strands of my business.

Previously I was a research developer at the University of Glasgow, a principal consultant at a creative economy consultancy, and have a background in public sector heritage management. My PhD is in architectural history. So one of those squiggly career paths really! I'm also a trustee of SWAN Autism (Scotlnad), a charity that supports autistic women, girls and non-binary people: https://swanscotland.org/. This year I am co-writing a paper on how to support PhDers to hone their skills for outside academia engagement and career development with Durham University colleagues.

Here's my LinkedIn profile: https://www.linkedin.com/in/sabinastrachan/ - always happy to connect!! And here is my Twitter/X: https://twitter.com/how2glu.

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Hi M4RD peeps. I'm keen to see how this works. It is so ambitious.

I try to make the working lives of researchers better. Deakin University in Australia pays me to do this, for which I am forever grateful.

Tseen Khoo and I run the Research Whisperer blog, about doing research in academia.

I'm in the very last stages of a PhD, looking at researchers who have crowdfunded their research.

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Delighted to meet you all. I'm at Deakin where I'm a researcher development senior lecturer focused on Engagement and Impact. I have a book called the Impactful Academic, which (humbly) is a good introduction to my topic area.

Connect with me on LinkedIn! http://linkedin.com/in/wade-kelly/

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Useful conference: UKCGE (UK Council for Graduate Education) 4-5 July 2024

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Useful conference: UKCGE (UK Council for Graduate Education) 4-5 July 2024

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Inclusivity at UKCGE Events

Everyone involved in the conference should be able to enjoy it and benefit from attending, whether they are an organiser, supporter, presenter or audience member. Those who are most affected by prejudice, micro-aggressions or abuse of power are often those who face other systemic barriers relating to their race, ethnicity, class, sexuality, gender or (mental) health.

Ahead of the conference, we are asking everyone involved to think about how to promote inclusivity, and to play their role in actioning change. We want a conference which is safer, more accessible, more inclusive, and convivial, not just for those who already experience these spaces as comfortable or welcoming, but for everyone. We all have a role to play in challenging and changing the environment around supporting access for all. Participation in the conference is conditional on behaving in accordance with UKCGE Equality, Diversity and Inclusion ethos in ways that are fair, collegiate, caring, equitable, inclusive, respectful, non-exploitative and anti-discriminatory.

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Postgraduate education has impact: it transforms lives, creates economic advantages for individuals and it's a core part of what makes universities...

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Useful conference: REDS 10th Oct 2024 (FREE)

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Useful conference: REDS 10th Oct 2024 (FREE)

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Universities are eager to celebrate diversity - at least in their marketing campaigns. As Ahmed (2012:153) has written, diversity work is often just 'a branding exercise, a way of reimagining the organization as 'being diverse' through the inclusion of those who embody diversity' rather than the expression of a genuine commitment that is reinforced with measurable, accountable action. How many of our universities, with published statements praising their own commitments to diversity, have hiring, promotion, or pay gaps for staff and withdrawal or attainment gaps for students based on race/ethnicity, gender, disability, sexual identity, or caring responsibilities?

Multiple studies have shown that more inclusive working environments lead to better innovation, more resilient organisations, and greater economic growth. Inclusive work places can lead to higher productivity of underrepresented staff. It should come as no surprise that students and staff who are fully included, feel like they belong, believe that their voices are heard, know that their contributions are valued, are likely to be more innovative and productive.

This keynote presentation will build upon my two-part post for Supervising PhDs focused on Justice, Equity, Diversity, and Inclusion (JEDI) in supervisory practices. I will explore a possible future in which institutional diversity statements are accompanied by robust evidence of accountability for those promises of equity. I ask us to consider: What might the future of research look like if work environments and research communities were fully equitable and inclusive? What kinds of innovative break-throughs could be made if systemic barriers were no longer a burden? How might the world benefit from an academia where everyone is welcome and included?

Keynote presenter biography: Dr Jessica Gagnon (@Jess_Gagnon) is an educational sociologist, focused on inequalities in higher education. She has worked in higher education in the US and UK for more than 20 years. Jessica is a first-generation student from an American working-class, single mother family. She currently serves as co-chair for the Gender and Education Association, an international, intersectional feminist academic charity founded in 1997, focused on achieving gender equality within and through education.

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Researcher Education and Development Scholarship conference

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Universities are eager to celebrate diversity - at least in their marketing campaigns. As Ahmed (2012:153) has written, diversity work is often just 'a branding exercise, a way of reimagining the organization as 'being diverse' through the inclusion of those who embody diversity' rather than the expression of a genuine commitment that is reinforced with measurable, accountable action.

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Sarah Ashworth, Researcher Developer, Uo Manchester

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Sarah Ashworth, Researcher Developer, Uo Manchester

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Hi, I'm based at the University of Manchester as a Researcher Developer. I've been working in Researcher Development within the UK since 2003.

I love working with researchers as they are such a fascinating bunch of people.

In my experience Researcher Development folk are a bunch of positive humans, so taking part in the M4RD is an all round win. Looking forward to interesting conversations and positive action as a result.

Do connect with me on LinkedIn as that's where I tend to live! https://www.linkedin.com/in/sarah-r-ashworth/

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Hi - I'm Amy Birch, Senior Researcher Developer (Research Staff) at University of Liverpool. I have 10+ years experience working with researchers, from informally supervising PGRs as a postdoc to formally creating full researcher development programmes and delivering strategic priorities in research-intensive, post-92 and Russell Group Universities.

I care about creating inclusive, impactful communities and spaces for researchers, as well as empowering researchers to succeed.

https://www.linkedin.com/in/amy-birch-phd-7b57a233/

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Kia ora! I am Tracy Riley, the Dean, Postgraduate Research at Massey University in New Zealand. My background is in education, as a university teacher, researcher and supervisor, and I bring my strength of 'developer' into all of my work in the Graduate Research School. Connect with me on Linked in https://nz.linkedin.com/in/tracy-riley-6684b240

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Hi I'm Karen Clegg, now Co-PI of the Next Generation Research SuperVision Project (RSVP). Previously head of the RD team at York (which Dominika is in). Really interested in connecting with everyone and particularly those of you who support doctoral supervision. rsvp.ac.uk

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Hi I'm Karen Clegg, now Co-PI of the Next Generation Research SuperVision Project (RSVP). Previously head of the RD team at York (which Dominika is in). Really interested in connecting with everyone and particularly those of you who support doctoral supervision. rsvp.ac.uk

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Making an Impact 2024: 13 May - 14 June 2024

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Making an Impact 2024: 13 May - 14 June 2024

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Free sessions that cover a variety of topics important for researchers and research enablers, including Open Research, Global Research Collaborations, AI, Policy, Research Leadership, Postdoc Skills, Effective Outreach & Professional Profiles, and Sustainable Research Practices

https://www.liverpool.ac.uk/researcher/making-impact/2024/open-sessions/

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UoL Making an Impact 2024 - Eventbrite - Open

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Hello there lovely M4RD people! I'm a Senior Lecturer in the Research Education and Development (RED) Team at La Trobe University.

M4RD was such a valuable program to be part of in 2023, so I'm back for a second run. Look forward to seeing some familiar faces as well as meeting new research(er) development folks. Obligatory LinkedIn bit: https://au.linkedin.com/in/meagan-tyler-045603291

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Hi, I'm Verity Buckley, Research Impact Lead (Natural, Mathematical and Engineering Sciences), at King's College London. I started working with early career charity leaders and early career researchers through international exchange/fellowship programmes in the charity sector. Through these roles, I developed expertise in impact monitoring and evaluation, and project management. I've been in HE for almost 4yrs, and love working with researchers to help them use their work to influence positive change.

https://www.linkedin.com/in/verity-buckley/

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Hello! My role involves supporting our NUAcT (Newcastle University Academic Track) fellows development and training needs with the aim to help them to progress towards a permanent contract at the end of the 5 year fellowship. Our fellows are typically 3 + years post PhD and cover all disciplines from medics to artists.

I manage provision of development activities and programmes to support our NUAcT cohort, ensuring synergy and coordination with existing programmes and services. This involves working with Organisational Development colleagues to identify development needs and incorporate these into appropriate development pathways.

I identify the mentoring needs of the cohort and organise appropriate mentoring provision including identifying and recruiting appropriate mentors, monitoring and reporting on progress and devising and implementing solutions to any issues that arise.

Keen to learn from other researcher developers- network and gain best practice.

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Hi! I’m Sherran Clarence. I am a South African living and working in the UK. My academic background has taken me from Political Science to Women’s and Gender Studies and then to Higher Education Studies, which is the field in which my research is now based. I have worked in a range of researcher development roles - running a university writing centre, developing peer tutor programmes and training, working with early career researchers as a writing and publication mentor, and working with doctoral researchers and supervisors, which is my current role at NTU. I am motivated to play a greater role in enabling more inclusive education and development, and research supervision practices, and all my research and practice is informed and led by a focus on social justice and critical social theory.

https://phdinahundredsteps.com - my blog and website

Also: https://www.linkedin.com/in/sherran-clarence-4089841a

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Teaching Public Service in the Digital Age

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Teaching Public Service in the Digital Age

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Teaching Public Service in the Digital Age

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Our workshops are designed to help any educator of public administration or public policy topics teach a range of key digital era skills, concepts and competencies. We strongly encourage candidates of all different backgrounds and identities to apply, and from countries anywhere in the world. The event will be held in English.

The Workshop is FREE, but we have limited places and vet applicants so that attendees get the most from the event. For the June 26 2024 iteration of the Educators Workshop, we will be accepting applications from University instructors.

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Teaching Public Service in the Digital Age

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Our workshops are designed to help any educator of public administration or public policy topics teach a range of key digital era skills, concepts and competencies. We strongly encourage candidates of all different backgrounds and identities to apply, and from countries anywhere in the world. The event will be held in English.

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Hello - I'm Alison, Academic Researcher Development Manager at the University of Huddersfield. I joined the university in June 2023, so still fairly new to this role, to the institution and to the Higher Education sector (after 20+ years working in local government, with roles in corporate research & consultation and learning & development). I thought this sounded like a fab opportunity and am looking forward to taking part in the programme as a mentee - and to connecting with and learning from other researcher developers.

Happy to connect on LinkedIn: www.linkedin.com/in/alison-monkhouse-42595623

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Doing social science data better – How can the ESRC improve its research data policy?

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Doing social science data better – How can the ESRC improve its research data policy?

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Discussing the findings of their recent independent review of the ESRC's research data policy, For interested readers in Scotland the team will also be launching their report in Edinburgh on the 15th of May. Paul Allanson, Angela Daly, Alistair Geddes, Maeve Malone, Niamh Nic Daeid, and Lucille Tetley-Brown, outline how the research funder can develop its policies in response to a changing data landscape.
How can research data policies in social science keep up with developments in open data, data practices and the legal and policy agenda in ways which are meaningful and useful? This is the question we aim to answer in our review of the ESRC's research data policy, commissioned by the ESRC.

The ESRC's research data policy governs data produced by ESRC-funded research, containing notably the requirement that such ESRC-funded data is deposited as a default with UK Data Service at the end of the grant, and this data is then made available, ideally on an open basis. We consider that this requirement serves a dual purpose of recognising open social science data as a public good funded by the public purse and facilitating the reproducibility and replicability of research.

The ESRC's research data policy was last revised in 2018. Since that time, there have been several developments, including the introduction of the General Data Protection Regulation (GDPR), new and innovative uses of data in social sciences, such as synthetic data, and new data policies from other UKRI research councils, notably the MRC in 2023 and EPSRC in 2022.

If the ESRC's policy is to continue to serve the twin goals of open social science data for the public good, and the reproducibility and replicability of research, we consider that certain changes are needed.

Our recommendations are based on the work we did to review the ESRC research data policy. Specifically, we carried out a scoping review and engaged with stakeholders involved in ESRC-funded research data via an online survey whose views we explored further in focus groups. We also analysed a sample of completed data management plans (DMPs) which are required as part of the process for applying for ESRC funding.

Our main findings comprise:

Many of the people we spoke to considered that the current ESRC research data policy has got various things right, especially the requirement of data deposit as a default, and also found DMPs to be a useful tool.

However, there is also the need for recognising how diverse and varied social science data is across methods and disciplines.

There is also uncertainty around how the research community can best produce open research data and under-acknowledgement of data that cannot be made fully open, as well as insufficient financial support for preparing data for sharing.

We make a series of recommendations designed to strengthen the ESRC research data policy and associated practices across four key areas:

Aims and guiding principles for an updated ESRC research data policy

Means for implementing policy developments

Scope for aligning policies across UKRI and ESRC

Points requiring further work and consideration

Alongside other recommendations, we advocate that the ESRC keeps the data deposit by default mandate, while better acknowledging the 'tiers of sensitivity' of data. This would address concerns that were raised by some participants that the policy lacked relevance for data that could not be made fully open due to privacy and confidentiality motives. This would also help move beyond perceptions of the open-closed binary for data, which in practice is more of a spectrum between openness and secured. It would also encourage researchers to think more broadly and creatively about what data or data-related materials can be shared.

We also recommend that data management plans (DMPs) are retained as part of the application process, and should be longer than the 500-word text box that is currently part of the UKRI Funding Service. We offer some detailed recommendations on how DMPs could be enhanced to become 'living' documents to cover the entire data lifecycle and thereby be a more useful tool for researchers and data management and support staff. These documents could be built on the current Digital Curation Centre's DMPonline tool, in line with the Research Data Alliance DMP Common Standard.

There is also a need for further cross-disciplinary research into the legal and ethical aspects of combining datasets. In particular we suggest the ESRC launches a consultation on the definition of 'data' and how and where to deposit software code associated with research data, the latter of which echoes a similar recommendation in the recent SSI report from 2023.

Achieving maximum coherence among UKRI research council data policies, and recognising that social science research and data are not just funded by the ESRC, but also by other UKRI research councils is also important. Therefore, beyond our immediate recommendations, we consider whether in future there should be a move towards different research policies for different kinds of data or contexts, rather than different policies from different research councils.

It was a pleasure to undertake this review, and we thank all those with whom we engaged and who helped us understand better the social science research data landscape across the different ESRC disciples, methods and forms of data production and use. Overall, there is strong interest from ESRC constituents in making research data in its many and updated forms available for use by others in appropriate ways in order to realise its value as a public good and as a foundation for open (social) science. We hope our report, findings and recommendations in seeking to achieve these goals in changing times will prove useful recompense for all who assisted us.

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Doing social science data better - How can the ESRC improve its research data policy?

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Discussing the findings of their recent independent review of the ESRC's research data policy, Paul Allanson, Angela Daly, Alistair Geddes, Maeve Malone, Niamh Nic Daeid, and Lucille Tetley-Brown, ...

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Hi everyone - I’m working as a Learning advisor at James Cook University, Singapore, where I’m lucky to have autonomy in designing support for a range of HDR students. This is a relatively new role, which reflects JCU’s commitment to supporting and developing students and researchers, and one which I find quite exciting. In previous roles, I worked as an academic and English language specialist, working closely with academics in designing pedagogic materials that aligned closely with module/unit/course aims/objectives and outcomes and sought to scaffold the development of students disciplinary and discipline-specific literacy.

I have a background in Applied Linguistics and the Education of Sociology, with a keen interest in applying this knowledge to improve teaching and learning in the contexts where I work. I am currently enrolled as a PhD candidate at Leeds University, doing a distance degree and focusing on conceptualisations and the nature of knowledge in the field of English for Academic Purposes (EAP).

This is my second year in the program - last year I made some great connections and I'm keen to explore and learn more.

I’m always keen to engage with others working in similar roles to myself and look forward to the opportunities this mentoring program can offer.

I look forward to meeting you all soon.

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Kia ora (hello!) I'm Victoria, a Research Manager at the University of Auckland - Waipapa Taumata Rau. I have worked in research management for 8 years, and worked in universities for 10. I currently work as a Research Manager, partnering with researchers to identify funding opportunities, develop proposals and oversee research projects. As part of my role, I have been particularly interested in and have enjoyed supporting PhD students and ECRs to upskill in grant writing, managing their projects, understanding their future aspirations and helping them find fellowship/job opportunities for their interests. I am hoping to gain more knowledge in the researcher development space as I have been largely self-taught and I know there is so much more to learn! Looking forward to meeting you all and learning from your wide variety of expertise and backgrounds!

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Massey University hiring Postgraduate Learning and Development Facilitator in Palmerston North, Manawatū-Whanganui, New Zealand | LinkedIn

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Posted 3:27:31 AM. Postgraduate ResearchOffice of the ProvostPalmerston NorthOP_PR_380_05/24 Professional Grade 7...See this and similar jobs on LinkedIn.

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Hi everyone, I'm Sarah Blackford, an independent career consultant specialising in supporting PhD and postdoctoral researchers and academics with their careers.

I deliver in-person and online career education workshops, as well as individual career coaching and mentoring mainly in Europe, but occasionally further afield.

My career has been built on a variety of roles and experiences ranging from researching calcium transport in beetroot (which I gave up due to my rather bad practical laboratory ability!), scientific publishing (which I gave up as it was more about admin than comms), university careers advisory work (which I loved but I got a better offer) and finally being the head of education, public affairs, science communication and careers (to name but a few) in a learned society (which I gave up to go independent in 2017).

Up until then I'd always been based in a university and, even now, have retained my link to Lancaster University as an honorary teaching fellow.

Before September last year, I would have said that my proudest moment was graduating with my MA in career education & guidance from Warwick University, but it's since been over-shadowed by my B1 language certificate in German!

It was great to meet everyone in the intro session yesterday and I'm really looking forward to being part of the M4RD mentoring programme again this year.

To see more about what I do and connect with me, try my website/blog and LinkedIn/X

www.biosciencecareers.org

linkedin.com/in/sarahblackford

@Bioscicareer

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Hello, I'm Sarah Penny, Researcher Developer, Fellows for the University of York. I lead the design, implementation and evaluation of strategic organisational programmes related to research fellow recruitment and leadership development. Whilst I could not attend Wednesday morning, I look forward to connecting with everyone and meeting you at future events. I am really passionate about the power of coaching and mentoring and recently received my EMCC accreditation at Practitioner level. Looking forward to exchanging knowledge with you on this. Please do connect with me on LinkedIn: https://www.linkedin.com/in/sarah-penny-19b23542/

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Hi everyone, I'm Katy and I'm the Researcher Development Manager at the University of Sussex in Brighton, UK. I've been in this role for four years but still feel new to researcher development, given much of that was pandemic fire fighting! Before that I was a chartered librarian, working in the news industry until I switched to HE in 2017. When I started in this role I supported postgraduate researchers (PhDs), but since last summer I've also scooped up early career researchers. I'm still getting my head around what ECR support looks like - I recently steered us to a successful HREiR resubmission (hurrah!) but there's so much more to learn. My favourite thing is giving researchers a platform to talk about their wonderfully niche and interesting work. www.linkedin.com/in/katystoddard

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Hi all, I'm Melanie Crisfield and I am the Researcher Development Advisor/PGR Training Lead at Queen Mary University of London. I started this role in August and was previously a researcher developer at Brunel University London for three years, and a learning developer at Brunel for five years before that.

My academic background is in biological anthropology, specifically human evolution, and I am now working on a part-time PhD in Education through the University of Manchester.

I'm keen to expand my RD network and look forward to meeting everyone.

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Hi everyone! My name is Francesca Pieropan, and I am the Funding Manager for the Research Office at Solent University, Southampton. In this role I look after my academic colleagues and/or anyone interested in research and guide them through pre- and post-award processes. When I say looking after, I mean that it is my absolute top priority to create and support a healthy research culture and community and I wish to do everything I can to help academics develop the skills they need to be successful at what they do best: be creative! I joined the M4RD mentoring to reach out to other like-minded individuals across the sector and beyond and learn about the different approaches to research people and culture development. You can find me here on LinkedIn. Let’s connect!

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Hello all! I'm Lucille. Very happy to be part of this group, and excited for the months ahead.

A bit about me: my background (as academic studies) is in law, then I studied a masters of science in sustainability and environmental studies at Lund University in Sweden. Thereafter, I worked a while as an environmentalist, especially in policy contexts. This included a role as a sustainability advisor for a Mayor on Indonesian nutmeg islands in the Banda Sea, which was brokered by British comedian Bill Bailey and his family (hence the eccentric photo).

I have now pivoted a little away from the front-line of climate change and sustainability work (apart from having a small farm) to work with data and digital technology applications at local government level. I always think of this as “institutional sustainability” (not an official pillar though). Ten years ago I was part of a major Innovate UK smart cities programme in Glasgow, where I am from, and then worked as a Scottish-level multi-city manager for smart initiatives. After a few years of that, I found my way back into academia and am in the final months of my PhD ‘Data Use Promises and Practices: exploring Scottish local government data work culture’.

In my doctoral research, I explore expectancy that data provides “answers” to complex societal wide issues, and seek to elevate the central role of the internal data users, as both operational and policy-making staff, making up the interpretative communities for data work, in specific, granular contexts of public service. This covers acts of service generally in the ‘public good’, and tangible services themselves (e.g., schools, roads, democratic participation, etc - very broad!).

The reason I wanted to be part of M4RD is that post-PhD I see that an ideal role for me would be in research / researcher development. I have become a ‘data’ specialist, and see how the new forms or data and associated methodologies to use it, require new training opportunities. In fact, Glasgow University is currently exploring this - first from the College of Social Science but then hoping to take a University-wide view, to develop “Advancing Specialist Methods” courses.

Additionally, I hold an affiliate role with the United Nations University’s ‘EGOV’ Unit, on Policy Driven Electronic Governance, which is based in Portugal. They deliver many ‘capacity building’ courses, primarily to governments. I am interested to develop their programme and tie it better to the Unit’s core values and strategic vision, and there may be an opportunity to do so.

Finally, I was – for 6 months – part of a recent rapid review of the ESRC’s data policy, and the findings / recommendations are available now.

Great to be here!

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Hello everyone - excited to be here. I am a freelance RD with a particular love for the postdoc tribe. I've had my own business for 15 years working in the UK and beyond training, speaking and writing.
Brief potted history > Physics degree > medical physics PhD and postdoc > graduate development programme > co-head academic practice (all at Cambridge)
Looking forward to M4RD immensely https://www.linkedin.com/in/emmawilliamstraining/

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Hi everyone! I am Katie Whitlock and I am a Researcher Development Officer at Oxford Brookes University. I support the delivery of the University's Research and Knowledge Exchange Training Programme for research-active staff, and the development of our Research-Only Staff Network. I started this role in March, and my previous experience has been largely in Marketing and Communications in the Education sector (especially Universities), whilst I have also worked in Quality and Standards at Oxford Brookes. I am really enjoying the role so far and the opportunity to meet and connect with so many interesting people. I am looking forward to connecting with others working in Researcher Development and learning from others in the sector.

Do connect with me on Linked In: https://uk.linkedin.com/in/katie-whitlock-6779136

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I am Sandrine Soubes, based in the UK, but originally from France. I work as an independent researcher developer, Executive Coach and facilitator for research environments. My company is called Tesselle Development (tesselledevelopment.com). I am a dinosaur in researcher development as I started in this field at The university of Sheffield in 2006. With 18 years supporting researchers and research leaders, I was keen to support colleagues/ researcher developers entering this area of professional development. My interests are in area such as: leadership development for new research group leaders, supporting the transition of women/ minorities in academic careers, better conversations in research groups and research teams, interdisciplinary collaborations. I love coaching academics and creating space for conversations between researchers. Really happy to be part of this new tribe of researcher developers who are exchanging support across borders.

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Hi all - nice to meet you! My name is Rob Hodges (was Chapman but I got married recently and took my wife's surname) and I work at the University of Kent in the UK, just down the road from Canterbury Cathedral. I currently work as a Research & Innovation Officer (pre-award) for the Division of Human and Social Sciences, a role I've been in for almost 4 years now and before that I was a finance/post-award officer for 7 years. I have a keen interest in History and Politics, I follow current affairs and am an avid fan of film/tv and sci-fi.

As a Research & Innovation Officer (pre-award) with responsibility for the School of Politics and International Relations and the School of Psychology my role is to support the division's research, innovation and enterprise culture. In my role I am responsible for identifying suitable funding opportunities and providing support to maximise grant applications and awards. This includes sometimes delivering training to academic researchers on particular funders, funding schemes and to academics at particular career stages (e.g. early career researchers).

I've been at the University of Kent for about 12 years and have worked in various roles including post-award research support, finance and student administration.

I'm new to the M4RD programme and am really looking forward to getting to widen my network, learn from others and help others with any tips, advice and best practice I've picked up over the years.

Feel free to connect with me:

LinkedIn - https://www.linkedin.com/in/rob-hodges-b33433b0/

X/Twitter - https://x.com/rob86uk

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Hi I am AnneMarie Sowerbutts researcher developer at the University of Manchester. I started in the role in June 2023 so still fairly new to researcher development.

Previously I was a researcher so am suited to my remit of embedding Prosper into the University. Prosper is an online resource to help ECRs think about their career path. I love taking researchers from feeling stuck to empowered.

I would to connect with you if you are involved with Prosper at your University to swap best practice.

Also I am trained in Positive Intelligence and offer Positive Intelligence workshops and coaching.

Please connect with me on LinkedIn: Anne Marie Sowerbutts | LinkedIn

Link to Prosper:

About Prosper - Prosper (liverpool.ac.uk)

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Hi everyone, I'm Andrew and I'm a Researcher Developer for research staff at the University of Liverpool. I've been in my current role for a year and before that I was part of Prosper, supporting the development of postdocs and leading the PI/Managers of Researchers strand.

Before working as a researcher developer I've worked in research development supporting international research projects, and as a postdoc and lecturer in animal welfare, conservation and evolution.

https://www.linkedin.com/in/dr-andrew-holmes/

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When it comes to mentorship, there's no shortage of research supporting its immense benefits for mentor and mentee alike. In fact, 71 percent of people with mentors say the experience resulted in great career advancements.

Some lesser-known research by The Art of Mentoring, however, reveals that only 1 in 3 programs actually work if mentors and mentees aren't given the necessary guidance to succeed.

This makes sense in practice - especially when you consider that just 10 percent of us are natural-born leaders, and we aren't all intuitive when it comes to mentoring another person.

In this article, our aim is to provide you with some reliable guidelines and ideas for activities you can employ in your next mentorship meeting. These examples are highly effective and bound to set your partnership up for success.

Let's dive right in.

What are mentoring activities?

When mentors and mentees are paired, it is often unclear as to what should happen next. Are you going to have regularly scheduled meetups? Will you talk mostly about work-related things, or is it okay to chat about personal issues too?

The answer is - it depends. And, more specifically, it depends on the goals you're hoping to achieve with your mentorship program.

Mentoring activities are simply any specific tasks or exercises that you and your mentee participate in together. They can be designed to help build relationships, impart knowledge, or solve problems.

Where casual or situational mentorships tend to take place in an informal fashion - offering advice and answering questions where needed, or providing support when a colleague is going through a tough time - more formal mentorship programs generally benefit from planned activities.

But don't be fooled; structured doesn't mean boring! In fact, well-planned activities can actually make the mentorship experience more enjoyable for both parties and help to establish goals and objectives early on.

Let's jump into some examples.

Mentoring activities to try

Studies show that the best mentorships are built on a foundation of trust, respect, flexibility, and open and honest communication. If you keep these values in mind, your mentoring activities will naturally reflect that.

Here are a few ideas to get you started:

Ice Breaker Activities

Let's face it - icebreakers have a reputation of being awkward, stilted, and downright cheesy. But when used correctly, they can actually be a great way to get to know someone better and help jumpstart the flow of communication.

There are plenty of different icebreaker activities to choose from, but here are a couple of our favourites:

Quick Questions: Before meeting up with your mentee, suggest that each of you write down a list of 10 quick questions. This can be anything from "What's your favourite TV show?" to "How do you like to relax?" Once you're together, take turns asking each other the questions.

Living or Dead: Ask your mentee who they would meet and why, if they could meet any person in the world - living or dead. You'll be surprised at how much this reveals about someone's interests and values.

1-On-1 Mentoring Activities

If you are in a traditional 1-on-1 mentorship program, it's important to direct your mentee's development by planning activities that will help them grow.

Some great 1-on-1 mentoring activities include:

Skills Development: Choose a skill that your mentee would like to develop and lead a mini-workshop on how to improve that skill. This could be anything from public speaking to time management. Draw upon your own personal experiences and expertise to help them grow.

Career Mapping: Does your mentee have a planned-out path for their career? If not, help them create one. Map out the steps they'll need to take to achieve their goals, and offer advice and support along the way.

Project-Based Learning: Give your mentee the opportunity to work on a project that interests them. This can be anything from starting a business to writing a book. Guide them through the process, offer feedback, and celebrate their successes along the way.

Peer Mentoring Activities

There won't always be enough senior mentors to go around between the employees in your organization, which is why some teams choose to pair employees of similar rank together to form peer mentorships.

Peer mentoring activities can be a great way for employees to learn from their colleagues and develop their skills. Here are a few ideas to get you started:

Book Club: Thousands of excellent professional development books exist, and there's no better way to absorb their lessons than by discussing them with your peer mentor. Choose a book each month and meet up to chat about it.

Problem-Solving Sessions: When faced with a difficult problem, most people tend to reach out to their mentors for help. Why not do the same with a group of peers? Meet up regularly to brainstorm solutions to workplace challenges.

Skill-Sharing: Are you an expert at public speaking? Excel macros? Share your skills and knowledge with your peer mentor and learn from them in return.

Elevator Pitch Sessions: In most cases, you only have a few seconds to make an impression on someone. Help one another perfect your elevator pitches by practicing with your mentor and offering feedback.

Group Mentoring Activities

Group mentorship offers many advantages for teams wanting to improve their relationship and cooperation. For example, when team members are brought together to mentor each other, it can help build team cohesion and communication.

Group mentoring also provides a greater source of feedback for individuals, as they can interact with their peers and learn from more than one person.

Here are a few group mentoring activities to get you started:

Bucket List Brainstorms: What are the things you've always wanted to do? Help your mentees brainstorm a list of life goals, and offer advice on how to achieve them.

Career Exploration: If you are mentoring a group of people all pursuing different career paths, help them explore the different options available to them. This could involve researching different jobs, attending job fairs, or networking with professionals in their desired field.

Team Building: Working together to achieve a common goal is a great way to build team morale and relationships. Choose an activity that your mentees are interested in and work together to complete it - like an escape room, for instance, or an actual challenge you are facing within your company.

Virtual Mentoring Activities

Remote communication is no passing craze - it's the future of the workplace. This is why virtual mentoring activities are so important.

If your team is spread out across different locations, or if you're working with a remote mentee, virtual activities can help bridge the gap. Here are a few ideas:

Highs and Lows: Every week, ask your mentee about the highest and lowest points of their week. This will help you understand them better and provide support where needed.

Career Updates: Keep your mentee up-to-date on your own career progress by sharing articles, blog posts, or even just pictures of your new office.

Mood Boards: Help your mentee visualize their goals by creating a mood board together. Collect images, quotes, and other pieces of inspiration that represent what they want their future to look like.

Discuss Books and Podcasts: As part of your regular meetups, discuss the books and podcasts you've been listening to lately. This is a great way to learn about your mentee's interests and discover new content.

Create SMART Goals: Help your mentee set goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. Make a record of these goals and check in on them regularly.

‍

Ready To Kick-Start Your Mentoring Program?

Hopefully, these ideas have given you some food for thought when it comes to planning your next mentorship activity - but if the task feels overwhelming, there's no need to go it alone. We're here to help.

Our team of experienced professionals can work with you to develop a custom mentorship program that meets your specific needs. From curated mentorship plans to powerful analytics and progress tracking, our mentoring software has you covered.

Interested in building a best-in-class mentoring program? Book a 15-minute call with our team, and we'll walk you through the benefits of using our platform. We'd be thrilled to work with you.

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Mentoring activities: 17 examples to try in your next meeting | Together Mentoring Software

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Ice breakers, fun games, get-to-know-you activities, group exercises - this article breaks down over a dozen mentoring activities to try in your next meeting. | Nick Saraev

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I’m Dr. Thusyanthy (Thusi) Lavan, currently serving as an Associate Lecturer in the School of AMPR within the QUT Business School. Before joining AMPR, I spent over a decade as a full-time Lecturer in Marketing and Associate Lecturer at two state universities in Sri Lanka. Additionally, I have two years of experience in the banking industry.

My research interests are focused on scale development, social media marketing, consumer behavior, and digital marketing. I have authored peer-reviewed articles and presented at numerous international conferences. In 2020, I was honored as a Fellow of the Higher Education Academy (HEA) in recognition of my achievements.

I am actively engaged in a diverse range of research projects, with a strong focus on credibility and consumer behavior. Some of the topics I am currently exploring include brand credibility and sustainable products, knowledge transfer in B2B customer relationship development, self-regulation and AI, morality’s role in consumer perceptions of brand credibility, and the influence of consumer involvement in sustainable practices on brand trust and purchase intention.

I am excited to be part of this community and look forward to sharing my work and learning from all of you.

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The Power of Self-Reflection

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The Schon Reflection model

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Consider registering for the eGrad school global conference on AI in research: https://www.qut.edu.au/research/e-grad-school/conference

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Donna Heng, HDR Supervisor Development, USYD

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Donna Heng, HDR Supervisor Development, USYD

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Hi everyone! I'm a bit late to the party on Padlet, but it's so great to see so many people from different backgrounds/institutions in this group!

I manage HDR Supervisor Development at the University of Sydney under the PVC (Researcher Training) division. This is a new area for the University, so one of my main responsibilities this year is to develop the strategy for our unit and build a team to execute on our objectives. I started this role in February, and attended QPR in April where I was quite inspired by what our peers were doing in this space, and how passionate both academic and professional staff were about supervisor development. It has really excited me in my current work, and I'm grateful that it has opened doors to further connections with colleagues such as in this mentoring group.

If you'd like to connect, feel free to find me on LinkedIn - https://www.linkedin.com/in/donna-heng/.

I look forward to hopefully meeting most of you soon!

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Headshots - March 2024 - Photo credit Nicola Bailey - 64

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Ai Tam Le and Colleen Aldous in Hong Kong

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Ai Tam Le and Colleen Aldous in Hong Kong

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About the site

Welcome to the Reflection Toolkit.

This is a place where you can find information and support whether you are looking to reflect yourself or facilitate reflection in others.

Before you move on, you might want to take a second and ask yourself:

Why am I on this site?

What/who brought me here?

What do I want to take away from this site?

How will I know I have gotten what I needed?

You might really like answering this kind of question, or you maybe you don't. In either case, if you took the time to think about the questions you will have started a reflection. Self-questioning like this, to better understand ourselves, our motivations, and our experiences, is at the heart of reflection.

You may very well know the process of reflection under different names, for example 'reviewing', 'analysing' or 'processing'.

Below you can find the different sections that together make the Reflection Toolkit.

This section is for people who want to reflect. You will find resources, models and questions that can help start your reflections and structure them.

Considerations and information about implementing reflection in courses, workshops and other initiatives.

This section contains a review of literature on reflection and a list of helpful literature to explore the area further.

Definition of reflection

For the purpose of this site, reflection or critical reflection is defined as:
the conscious examination of past experiences, thoughts, and ways of doing things. Its goal is to surface learning about oneself and the situation, and to bring meaning to it in order to inform the present and the future. It challenges the status quo of practice, thoughts, and assumptions and may therefore inform our decisions, actions, attitudes, beliefs, and understanding about ourselves.
Reflection can be used for many things including:

Allowing us to improve our own practice to gain better outcomes in the future

Increasing/improving our performance and skills

Increasing our awareness of our abilities and attributes and our evidence for these

Developing and expanding our employability

Evaluating the quality and success of our action plans

Applying theoretical knowledge/frameworks to real experiences and using this to expand our understanding of the underlying theory.

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In the Reflection Toolkit you can find support whether you a looking to reflect yourself or successfully facilitate it.

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https://www.slideshare.net/frankcalberg/question-types

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Type # 1: Questions that clarify, explain and define problems. Type # 2: Questions that explore connections and differences. Type # 3: Questions that are strat...

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Chief Vision Officer and Founder of Keystone Group International.
Amidst the chaos that leaders have to deal with in keeping up with responsibilities and deadlines, there exists a profound and transformative tool that often goes overlooked: The power of self-reflection.

According to one definition, "self-reflection involves examining thoughts, feelings, and behaviors to gain insight and promote personal growth." This process is a key ingredient to personal growth and helps empower individuals to navigate life with greater clarity and purpose. It's truly a superpower that's worth building.

Looking In The Mirror

Taking a moment for introspection can provide you with new perspectives and allow you to observe patterns of behavior. Understanding recurring themes can help you identify strengths and weaknesses. Self-awareness is the cornerstone of personal development and the foundation for positive change and growth. We can't change what we don't understand, and self-reflection is the key to our understanding.

By better understanding yourself, you can make informed decisions that align with your values and aspirations. I've found that this awareness can act as a guiding light, helping to navigate through the complexities of life with a greater sense of purpose and authenticity.

In a world that constantly bombards us with external stimuli and expectations that can get us off course, self-reflection becomes the compass that points us back to our true north.

Learning From Experience

Life is a continuous journey of experiences, each carrying valuable lessons waiting for us to discover them. The issue is the fast-paced nature of modern living often leaves little time for contemplation. We all operate at hyper speed, moving from one thing to the next, sometimes on autopilot. It's in those moments that self-reflection is most valuable, helping us to assess the meaning of our experiences and turn challenges into opportunities for growth.

Whether in times of success or failure, self-reflection allows individuals to dissect the events that shaped their lives. By examining the choices made and the consequences that followed, we can gain insights into our decision-making processes, hold ourselves accountable for those decisions and inform our future choices.

Embracing Growth And Resilience

The power of self-reflection lies not only in understanding ourselves better but also in embracing our growth potential. When faced with setbacks or failures, we are better equipped to bounce back with resilience when utilizing the power of self-reflection.

Rather than viewing challenges as insurmountable obstacles, it can allow us to see them for what they are: Opportunities to learn and evolve into a better version of ourselves. Self-reflection helps foster a growth mindset and encourages individuals to see challenges as opportunities to stretch their capabilities rather than threats to their self-worth.

Enhancing Emotional Intelligence

A key benefit of self-reflection is the ability to explore our own emotions without judgment and shame. Emotional intelligence has become one of the key leadership traits of the decade and for your emotional intelligence to strengthen, you must spend time and energy understanding and managing your emotions. Through self-reflection, you can develop greater awareness of your emotional responses and where they stem from.

By delving into the roots of their emotions, we uncover the triggers and underlying beliefs that influence our reactions. This not only enhances interpersonal relationships but also contributes to a more regulated nervous system and stress response. As we become better attuned to our emotions, we can navigate social interactions with greater empathy and understanding, fostering deeper connections with others and, therefore, a deeper connection with who we are.

Self-Reflecting

Starting a self-reflection practice doesn't have to be difficult. Here are a few tips to help you get started.

1. Use an index card.

Reflecting on index cards allows you to ease yourself into self-reflection. Spend five minutes every morning at home or when you get to the office making a list of things, personally and professionally, that would make your day great.

Then, each evening, spend five minutes reflecting on that list and identify the three to five best things that happened in your day and two things that you learned. This simple exercise can help you shift your mindset to one of gratitude for what's going well and also allow you to reflect on what you learned from the day's events.

2. Find a reflection partner.

Journaling is not the only way to master self-reflection. For those of us who are verbal processors of information, sometimes talking through our day or our week with someone is just as valuable.

Find a person in your life, maybe a colleague, friend or family member that you can debrief with. You can use the same format of the index card and reflect on those same questions. Not only will you get the reflection and learning you are looking for, but you likely will also gain a different perspective from your reflection partner that can deepen your understanding.

3. Write, write, write.

I have hundreds of pages of blogs that no one else has ever seen. But through the writing of those blogs, I can get ideas, process issues and reach clarity. Sometimes just getting it out of your head and onto paper is all it takes to process the learning. And you never need to read it or share it with anyone. Just get it out.

In a world that often prioritizes external achievements and outward success, I think that self-reflection offers a transformative journey inward. It is a journey that leads to self-discovery, personal growth and a profound understanding of who we truly are and who we want to be.

By building intentional reflection into our daily lives, we build the muscle we need to navigate life with greater clarity, resilience and authenticity. As you build superpowers around self-reflection, you can unlock the potential that exists within and create your own definition of success-one that is deeply fulfilling and allows you to impact on yourself and the world around you.

Forbes Business Council is the foremost growth and networking organization for business owners and leaders. Do I qualify?

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Council Post: Self-Reflection As A Superpower

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In a world that constantly bombards us with external stimuli, self-reflection becomes the compass that points us back to our true north.

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New initiative we have co-funded, an ECR conference organised by and for ECRs in any discipline to encourage inter and multi-disciplinary networking and connections with industry - promote to your postgrads and PhD students :)

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Hello, Everyone,

My name is Lindsay and I work in the Centre for Research Staff Development at King's College. I am new to the Researcher Developer space and excited to learn from all of you.

I am also currently a (final year) PhD candidate at King's in the department of Culture, Media & Creative Industries and my research explores fashion and sustainability.

In my previous career I was an Art & Design teacher and worked for several years in years in various further education institutions.

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Inês Crisóstomo

Empowering People | Advocate for an Equitable and Fair Research Culture

With over a decade in Science Management, I empower scientists and teams to thrive in the ever-evolving research landscape. Passionate about fostering a positive research culture, I coordinate the Mentoring Program at the University of Luxembourg and work as a freelance Consultant, Mentor, and Coach.

My mission is to support people and teams to fulfill their potential, being my kids, clients or colleagues. As a dedicated advocate for a research culture that supports both people and scientific advancement, I'm on a quest to contribute to developing thriving research environments and promoting a mentoring culture and collaborative learning. I've had the privilege of working with extraordinary people in diverse international academic settings.

My journey started with a curious mind and an interest in biomedicine: I hold a PhD in Biology from ITQB-UNL, with research conducted at the Rockefeller University in New York, NY, USA. Over the years, I've honed my expertise in scientific training and mentoring, working at international research institutes to shape research training programs: iMM (Lisboa, Portugal); and Vienna BioCenter (Vienna, Austria).

Beyond my current roles, I am actively engaged in professional networks that support research and career development. I serve as an Expert for the Research Executive Agency of the European Commission. I'm also a member of the EMCC Luxembourg (European Mentoring and Coaching Council), the CARE network (Career Advisors Supporting Researchers in Europe), and the MCAA (Marie Curie Alumni Association), fostering collaborations and knowledge sharing within global communities.

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Narrative CVs for funding and job applications

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Narrative CVs for funding and job applications

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Hi everyone! My name is Ana and I'm an education project manager at the Vall d'Hebron Institute of Research in Barcelona. I'm an immunologist who has transitioned to working in researcher development from multiple angles and in different positions, including as a scientist recruiter part of an HR team. One of my career goals is to learn how best to support scientists to grow professionally and to guide them through the many possible routes that lead to their professional goals.

I am devoted to transforming academic culture into one that provides researchers with what they need to succeed, that represents the diversity in the community and that creates a sense of belonging for everyone.

I'm looking forward to sharing my professional experience and learning from you!

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Personally curated list of useful RD careers outside academia resources - please feel free to add / use as useful (probably Euro-centric)

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Personally curated list of useful RD careers outside academia resources - please feel free to add / use as useful (probably Euro-centric)

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(Tip: reduce the size down to 33% to see where things are on the board). Sarah Ashworth (not logged in when I posted!)

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Weje - Next Generation Tool for Next Generation Users.

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I'm passionate creative generalist who thrives on diving into diverse projects. With one foot firmly planted in the world of researcher development, I bring a wealth of experience working alongside academics at every stage of their careers, from postgraduate researchers to professors.

I am particularly interested:

🌱 Wellbeing Advocacy: I'm committed to promoting wellbeing among researchers, addressing the unique challenges they face and advocating for supportive environments that prioritise mental health and work-life balance.

🌍 Culture Change Catalyst: I believe in the power of culture change to transform academic institutions into more inclusive, equitable, and supportive communities where every researcher can thrive.

🤝 Collaboration Dynamics: Collaboration lies at the heart of modern research, and I'm fascinated by the dynamics of interdisciplinary teamwork, cross-cultural collaboration, and industry partnerships.

👩‍💼 Leadership Development: Effective leadership is crucial for fostering a culture of innovation and excellence in research teams. I'm passionate about developing future research leaders who can inspire, empower, and guide their teams towards success.

I'm currently a senior Researcher Developer working at Liverpool University, on a project called Thrive. My role involves shaping, co-designing, and implementing development opportunities for research communities while fostering collaboration and driving positive change.

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Dear Colleagues, I'm Anna Marino. I want to congratulate the initiators of this wonderful program. I'm associated with Queensland University of Technology, where I currently work with our e-Grad School; supporting and developing our HDR students - researchers of the future! It's exhilarating, satisfying and an honour to work with such fine minds. In the short time I have been associated with M4RD, I never fail to be heartened by the wonderful talent, passion, commitment and creativity among you all.

At present I am seeking supervision for my PhD. I finally have the space to embark on a project of passion. My proposed project is: Research Leadership in the Contemporary Australian University Sector Under Neo-Liberal Conditions: An Investigative Study.

We in Australia are currently going through student caps and further cuts in staffing and opportunities for our local to pursue research... Anyway, I have always envisaged academia as a place of seeking wisdom. It is in this seeking of wisdom, that we have all come together. With hope of making our universities better places to grow, and comfortable in, and with knowledge. Lovely to be part of this initiative.  In previous iterations, I have been fortunate to be in the role of mentor and mentee. To some degree, I also see myself as a mentor to all the wonderful researchers who attend our development programs at the eGraduate School at QUT (Queensland University of Technology).

Should you wish to learn more about me, or link up, you can find me on LinkedIn: https://www.linkedin.com/in/anna-elizabeth-marino-0977b354/

Wishing you all the very best, Anna.

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Dr Julia Vilstrup Mouatt, Researcher Development Manager, University of Auckland, NZ

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Dr Julia Vilstrup Mouatt, Researcher Development Manager, University of Auckland, NZ

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Kia ora! I'm Julia Mouatt, originally from Copenhagen Denmark with a PhD in molecular ecology. After a 2-year postdoc I spent about 6 years at a start-up/then corporate after being acquired focusing on developing and delivering training for researchers globally around how to peer review and research integrity. For about 1 year I have been overseeing Researcher Development at University of Auckland, which is currently a team of 5 (including me) who works closely with Organisational Development's Academic Staff Experience team and the School of Graduate Studies who looks after doctoral and supervisor training. We also collaborate with other central and faculty-based teams who develop and deliver training to researchers. I'm particularly interested in connecting with others in a similar role. Feel free to connect with me in LinkedIn: (25) Julia (Vilstrup) Mouatt | LinkedIn

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Self-Determination Theory in HDR Supervision: Relationship between Need Support, Persistence and Resilience

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Self-Determination Theory in HDR Supervision: Relationship between Need Support, Persistence and Resilience

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I am currently conducting this study as part of my role as Research Support Manager at UniSQ and for my Master of Research project. I would appreciate your assistance in distributing this to your worldwide networks that include HDR students (PhD, MRes, Doctoral, etc.).

The purpose of this project is to explore supervisory factors contributing to HDR student well-being, motivation, resilience, and retention. The survey can be accessed via the QR code or at https://surveys.unisq.edu.au/index.php/274875?lang=en.

Thanks :)

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The launch of the UK Research Supervision Survey is 25 October - free and online. Find out what supervisors said about supporting PGR careers....

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The launch of the UK Research Supervision Survey is 25 October - free and online. Find out what supervisors said about supporting PGR careers....

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UK Research Supervision Survey Launch 2024

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Join us for the launch of the UK Research Supervision Survey 2024, where we reveal the outcomes of this year’s investigation into supervisory practice.…

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(mentor + X) + (mentee -X) = (mentor + 2X) + (mentee + 2X)

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Trust + clear, negotiated expectations + touchpoints to check in + time for reflection after sessions

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We began with "there is no magic formula" but then began to agree that there were certain conditions that we'd like: e.g. shared commitment; openness and trust; confidentiality; holding the space for development to occur

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For group mentoring, ensure the topic and content is compelling and important to everyone - follow the 6 points Steve offered (instead of ChatGPT's generic bland advice)