MML Research Training Programme | Appendix from Roberts' Review

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From the Report of Sir Gareth Roberts' Review

POSTGRADUATE EDUCATION
An examination of the number and calibre of students taking up postgraduate study highlighted not only the affect of issues in schools, colleges and undergraduate education, but additional problems that are specific to postgraduate study that make it an unattractive option for many able graduates. The Review made recommendations to overcome this by addressing:

- the fact that PhD study is financially unattractive in the short term. The gap between PhD stipends and the starting salaries of able graduates has increased dramatically over the last 25-30 years and more recently this is exacerbated by increasing levels of average undergraduate debt. Furthermore, careers in both academic and industrial research for which scientific PhDs are required are less financially attractive than some other options; and

- problem that skills acquired by PhD graduates do not serve their long-term needs. Currently, PhDs do not prepare people adequately for careers in business or academia. In particular, there is insufficient access to training in interpersonal and communication skills, management and commercial awareness.

In addition to problems in the quantity of PhD students in some disciplines, there are complaints from employers - particularly in industry - that the quality of PhD students is too low and/or declining. This is a particular criticism of their broader interpersonal and management skills, and students' awareness of these abilities. Although some concern has been expressed both about the technical skills and the creativity of many PhD graduates, in general, employers' opinion of PhD students' scientific research and technical skills - with the possible exception of practical skills such as use of the latest equipment - is very high.

Responses to the Review's consultation indicate that HEIs' definition of PhD quality has tended towards preparation for academic scholarship (in a fairly narrow sense, dominated by engagement in curiosity-driven research) rather than broader education and training. Research employers in HE and business both seek a balance of education and training; non-research employers that take on PhDs and postdocs unsurprisingly tend to value the broad educational elements over training in specific scientific skills or techniques.

There is also cause for concern that UK PhD study and postdoctoral work is not particularly good training for would-be academic staff, because of its near exclusive focus on research and its lack of preparation for other elements of the academic role including teaching, knowledge transfer/reach-out activity and student welfare.

PhD training is often delivered through the informal relationships between the student and other members of the research group, including (but not limited to) the supervisor. Particularly in larger groups, postdoctoral researchers can play an important part in developing a PhD student's skills. More formal training can take a number of forms, from advanced lecture courses to departmental research seminars, development workshops for interpersonal skills and instruction in the use of IT at a variety of levels.

Current arrangements do not therefore give satisfactory training in communication (including teaching), management and commercial awareness to fully equip researchers for the professional demands of modern academic life and employment in R&D.

Learning transferable skills should be an important part of the PhD process. Today's PhD student is the highly skilled academic or business researcher of tomorrow, and will need interpersonal and management skills to fill these roles effectively. HEIs have a vital part to play in educating their students about the benefits of such training, and must do more to encourage participation and provide high-quality and appropriate training.

Students need to be aware of the nature and value of their own transferable skills, and to take ownership and responsibility for their learning. If this is not encouraged, the PhD student can feel himself or herself to be a passive client of the university, to be trained according to a particular imposed programme.

The Review Team's visits to HEIs indicated that even in universities where training is provided and a "charter" of PhD students' entitlements exist, awareness of this entitlement is not widespread. The Review also encountered some instances of research students wanting to undertake training, which was available within the university, but was not accessible to them.

Clearly there is a place for structured training and education, using the institution's experience to develop courses for the benefit of the individual learner. However, given both the individual nature of researchers and research projects, and the increasing need for people to take charge of their own learning throughout their lifetime, there would be value in placing more control of training in the hands of the student rather than the institution.

Recommendation 4.2: PhD training elements
Despite the welcome current moves by the Funding Councils to improve the quality of PhD training, institutions are not adapting quickly enough to the needs of industry or the expectations of potential students. The Review therefore believes that the training elements of a PhD - particularly training in transferable skills - need to be strengthened considerably. In particular, the Review recommends that HEFCE and the Research Councils, as major funders of PhD students, should make all funding related to PhD students conditional on students' training meeting stringent minimum standards. These minimum standards should include the provision of at least two weeks' dedicated training a year, principally in transferable skills, for which additional funding should be provided and over which the student should be given some control. There should be no requirement on the student to choose training at their host institution. The minimum standards should also include the requirement that HEIs - and other organisations in which PhD students work - reward good supervision of PhD students, and ensure that these principles are reflected in their human resources strategies and staff appraisal processes.

EMPLOYMENT IN HIGHER EDUCATION
Problems have been identified with the quality of some students taking up employment as postdoctoral researchers and then as permanent members of academic staff. It appears that this is not an attractive career path for many of the brightest PhD graduates. This is both harming the UK's research base, and causing recruitment and retention difficulties for universities.

The problems affecting postdoctoral and other contract research staff (CRS) are:

	- lack of a clear career structure and uncertain career prospects associated with work on a short-term contractual basis is a major barrier to the recruitment and development of postdoctoral researchers;
	- unsatisfactory training in the skills required either in an academic career or in a business research environment means that CRS are poorly prepared for potential careers; and
	- increasingly uncompetitive salaries act as a disincentive to work as a contract researcher. Furthermore, low levels of pay and consequent recruitment and retention problems for permanent academic staff, coupled with an ageing cohort of academic staff in some disciplines and reports of a decline in the quality of applicants for academic jobs, are also of concern. This chapter of the Review proposed that the recruitment, retention and development of skilled scientists and engineers (although not limited to) within HE should be supported through:
	- the development of a range of career trajectories and clear career structures for those employed as CRS, including greater use of permanent contracts for researchers;
	- the inclusion of earmarked funding for training and professional development in all grants or contracts that provide for the employment of CRS;
	- enhanced salaries for CRS funded by Research Councils, particularly in disciplines where there are shortages due to high market demand, and greater possibilities for salary progression within contract research; and
	- more market-related salaries for key academic staff, which should benefit scientists and engineers, particularly those engaged in research of international quality.

Recommendation 5.3: A vision for postdoctoral researchers
It is important for postdoctoral researchers to be able to develop individual career paths, reflecting the different career destinations - Industrial, Academic and Research Associate - open to them, and that funding arrangements reflect the development of these career paths. The Review believes that enabling the individual to establish a clear career path, and a development plan to take them along it, is critical to improving the attractiveness of postdoctoral research. The Review therefore recommends that HEIs take responsibility for ensuring that all their postdoctoral researchers have a clear career development plan and have access to appropriate training opportunities - for example, of at least two weeks per year. The Review further recommends that all relevant funding from HEFCE and the Research Councils be made conditional on HEIs implementing these recommendations.

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