Joint Statement On Skills (2001)

Joint Statement of the Research Councils Skills Training Requirements for Research Students
Introduction
Note: the Joint Statement of the Research Councils Skills Training Requirements for Research Students (JSS) has been replaced by the Researcher Development Statement (RDS) as the reference document for the professional development of researchers, including postgraduate researchers. The RDS is a strategic statement setting out the knowledge, behaviours and attributes of effective and highly skilled researchers appropriate for a wide range of careers. It has been endorsed by key organisations including RCUK, UK funding bodies, UUK and the QAA. The RDS updates the JSS and extends researcher development beyond the doctoral experience. All the JSS skills and attributes have been incorporated into the RDS and a mapping of the JSS against the framework and vice versa is available for reference. The Researcher Development Framework (RDF) underlies the Researcher Development Statement (RDS) and represents a major new approach to researcher development, to enhance our capability to build the UK workforce, develop world-class researchers and build our research base. For more information on the Researcher Development Framework, associated Statement and related resources go to www.vitae.ac.uk/rdf
The Research Councils play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions.
The Joint Skills Statement was developed in 2001 by the UK GRAD Programme and the Research Councils. Document updated in March 2011 by Vitae to reference the new Researcher Development Framework www.vitae.ac.uk/rdf
Vitae, 2011 Careers Research and Advisory Centre (CRAC) Limited
(A) Research Skills and Techniques to be able to demonstrate:

I the ability to recognise and validate problems I original, independent and critical thinking, and the ability to develop theoretical concepts I a knowledge of recent advances within ones field and in related areas I an understanding of relevant research methodologies and techniques and their appropriate
application within ones research field

I the ability to critically analyse and evaluate ones findings and those of others I an ability to summarise, document, report and reflect on progress
(B) Research Environment to be able to:

I show a broad understanding of the context, at the national and international level, in which research
takes place
I demonstrate awareness of issues relating to the rights of other researchers, of research subjects,
and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act
I demonstrate appreciation of standards of good research practice in their institution and/or discipline I understand relevant health and safety issues and demonstrate responsible working practices I understand the processes for funding and evaluation of research I justify the principles and experimental techniques used in ones own research I understand the process of academic or commercial exploitation of research results
(C) Research Management to be able to:

I apply effective project management through the setting of research goals, intermediate milestones
and prioritisation of activities

I design and execute systems for the acquisition and collation of information through the effective use
of appropriate resources and equipment

I identify and access appropriate bibliographical resources, archives, and other sources of relevant
information
I use information technology appropriately for database management, recording and presenting
information
(D) Personal Effectiveness to be able to:

I be creative, innovative and original in ones approach to research I demonstrate flexibility and open-mindedness I demonstrate self-awareness and the ability to identify own training needs I demonstrate self-discipline, motivation, and thoroughness I recognise boundaries and draw upon/use sources of support as appropriate I show initiative, work independently and be self-reliant I demonstrate a willingness and ability to learn and acquire knowledge
(E) Communication Skills to be able to:

I write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis I construct coherent arguments and articulate ideas clearly to a range of audiences, formally and
informally through a variety of techniques

I constructively defend research outcomes at seminars and viva examination I contribute to promoting the public understanding of ones research field I effectively support the learning of others when involved in teaching, mentoring or demonstrating
activities
(F) Networking and Teamworking to be able to:

I develop and maintain co-operative networks and working relationships with supervisors, colleagues
and peers, within the institution and the wider research community
I understand ones behaviours and impact on others when working in and contributing to the success
of formal and informal teams

I listen, give and receive feedback and respond perceptively to others
(G) Career Management to be able to:

I appreciate the need for and show commitment to continued professional development I take ownership for and manage ones career progression, set realistic and achievable career goals,
and identify and develop ways to improve employability

I demonstrate an insight into the transferable nature of research skills to other work environments
and the range of career opportunities within and outside academia

I Present ones skills, personal attributes and experiences through effective CVs, applications
and interviews

Joint Statement On Skills (2001)

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Joint Statement of the Research Councils Skills Training Requirements for Research Students

Vitae, 2011 Careers Research and Advisory Centre (CRAC) Limited

(A) Research Skills and Techniques to be able to demonstrate:

application within ones research field

(B) Research Environment to be able to:

(C) Research Management to be able to:

and prioritisation of activities

of appropriate resources and equipment

(D) Personal Effectiveness to be able to:

Vitae, 2011 Careers Research and Advisory Centre (CRAC) Limited

(E) Communication Skills to be able to:

informally through a variety of techniques

(F) Networking and Teamworking to be able to:

of formal and informal teams

(G) Career Management to be able to:

and identify and develop ways to improve employability

and the range of career opportunities within and outside academia

Vitae, 2011 Careers Research and Advisory Centre (CRAC) Limited

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