The Relationship between Research and Training

Ian DiamondESRC

RCUK/HEA Conference 25.11.06

Challenges for the UK:

Preparing our researchers, securing our

economic future

Basic Premises

All teaching should be informed by researchInvolving research in teaching can excite and inspire

studentsInvolving research in teaching can offer an opportunity

to raise awareness of careers in researchAll researchers should teach

All teaching should be informed by research

Students should expect teaching that reflects the state of the art

Involving research in teaching can excite and inspire students

Whole course or inculcated throughout the curriculum

– We need both!

Examples of good practice

Whole Course– Undergraduate seminar series in population (Ni Bhrolchain,

Southampton) – note assessment, attendance– Thinking Psychologically (Remington et al, Southampton) –

note year

Fully integrated– Statistics for ‘Subject x’

Involving research in teaching can offer an opportunity to raise awareness of careers in research

Major needs for increases in numbers of best students seeing research as an attractive career

ESRC Demographic Review 2005

Used Administrative (HESA) and Survey Data to assess future trends (and needs) in the social science workforce.

Social Sciences and Sciences Compared: (iv) Age

Age profiles of Sciences and Social Sciences (HESA Staff Record 2003/04)

36.49

33.15

17.44

12.87

0.05

18.08

30.01

32.84

18.94

0.130.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

34 and under 35-45 46-55 56+ Age unknown

Age Group

%

SciencesSocial Sciences

Social Sciences and Sciences Compared: (i) Gender

Gender profiles of Sciences and Social Sciences (HESA Staff Record 2003/04)

26.25

73.75

40.36

59.64

0

10

20

30

40

50

60

70

80

Female Male

%

SciencesSocial Sciences

Disciplines Compared: Age

HESA Staff Record 2003/04: Age bands

0%

20%

40%

60%

80%

100%

13 P

sych

ology

19 P

hysic

s

34 T

own a

nd Country

Pla

nning

35 G

eogra

phy

36 L

aw

37 A

nthro

pology

38 E

conom

ics

and E

conom

etric

s

39 P

olitic

s an

d Inte

rnat

ional

Stu

dies

40 S

ocial

Polic

y an

d Adm

inis

tratio

n

41 S

ocial

Work

42 S

ociolo

gy

43 B

usines

s an

d Man

agem

ent S

tudie

s

44 A

ccounta

ncy

45 A

mer

ican

Stu

dies,

46 M

iddle

Eas

tern

and A

frica

n Stu

dies,

47 A

sian

Stu

dies

65 C

omm

unicat

ion, C

ultura

l and M

edia

Stu

dies

68 E

ducatio

n

Age unknown56+46-5535-4534 and under

Nationalities of permanent staff under 35 by UoA in 2003/4

40%

50%

60%

70%

80%

90%

100%

UK - 34 and under - Permanent Other EU - 34 and under - Permanent

USA and Canada - 34 and under - Permanent Rest of World - 34 and under - Permanent

Disciplines Compared: GenderHESA Staff Record 2003/04: Gender

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

13 P

sych

ology

19 P

hysic

s

34 T

own and C

ountry P

lannin

g

35 G

eogra

phy

36 L

aw

37 A

nthro

pology

38 E

conom

ics

and E

conom

etric

s

39 P

olitic

s an

d Inte

rnat

ional

Stu

dies

40 S

ocial

Polic

y an

d Adm

inis

tratio

n

41 S

ocial

Work

42 S

ociolo

gy

43 B

usines

s an

d Man

agem

ent S

tudie

s

44 A

ccounta

ncy

45 A

mer

ican

Stu

dies,

46 M

iddle

Eas

tern

and A

frica

n Stu

dies,

47 A

sian

Stu

dies

65 C

omm

unicat

ion, C

ultura

l and M

edia

Stu

dies

68 E

ducatio

n

MaleFemale

Social Sciences and Sciences Compared: (ii) Grade

Grade profiles of Sciences and Social Sciences (HESA Staff Record 2003/04)

13.72

17.7616.35

44.87

7.29

13.46

22.64

40.03

11.5612.30

0

5

10

15

20

25

30

35

40

45

50

Professors Senior Lecturers &Researchers

Lecturers Researchers Other Grades

%

SciencesSocial Sciences

Disciplines compared: Employment Status

HESA Staff Record 2003/4: Terms of Employment

0%

20%

40%

60%

80%

100%

13 Psycholo

gy

19 Physic

s

34 Town a

nd Country

Pla

nning

35 Geogra

phy

36 Law

37 Anth

ropolo

gy

38 Econom

ics a

nd Econom

etrics

39 Polit

ics a

nd Inte

rnatio

nal Stu

dies

40 Socia

l Polic

y and A

dmin

istra

tion

41 Socia

l Work

42 Socio

logy

43 Busin

ess and M

anagement S

tudie

s

44 Accounta

ncy

45 Am

erican S

tudie

s,

46 Mid

dle E

astern

and A

frican S

tudie

s,

47 Asia

n Stu

dies

65 Com

munic

ation, C

ultura

l and M

edia S

tudie

s

68 Educatio

n

Fixed TermPermanent

Summary

There exist many challenges in renewing and retaining the social science workforce

In some disciplines these are very similar to (some of) the natural sciences

In other disciplines these are very similar to (some of) the natural sciences!

What can be done?

Raising awareness through teaching– Undergraduate experience of research should act as a turn

on to research – not just academic research eg local authorities, other government

Contact with researchers – see teaching

Vacation bursaries

Giving students a more realistic experience of a research position and research employment

Helping students make informed career choices – positively or negatively

Creating an excitement around research careers in the student body – need to raise prestige of vacation bursaries

Motivating research staff with renewed enthusiasm about research careers

All researchers should teach

Professors should profess– ESRC Professorial Fellows Scheme– Market will expect

Researchers should be involved in a little teaching– Inspire students– Relate to students– Career opportunity– Quality Assurance

Some Issues

Reward and RecognitionTime to develop – RCUK Academic Fellowships