Developing the global researcher - The ‘what’, ‘so what’ and ‘now what?’
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Transcript of Developing the global researcher - The ‘what’, ‘so what’ and ‘now what?’
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Developing the global researcher
The ‘what’, ‘so what’ and ‘now what’
Lynn Clark, Emma Gillaspy & Julie Reeves
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HEIs in the 21st centuryA Copernican change has taken place
with regard to the roles of Higher Education Institutions (HEIs). No longer do national systems of higher education lend prestige to their constituent parts, the institutions: rather, the opposite is true. It is the internationally acknowledged qualities of individual institutions which lend prestige to the national systems to which they belong.
UNESCO 2007
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And what about you…
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ObjectivesDevelop a greater awareness of the
internationalisation landscape and implications for supporting ‘global researchers’
Develop a shared understanding of what it means to be a ‘global researcher’
Input into future developments to ensure our researchers thrive wherever they are in the world
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National Landscape
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EuropeERA
Mobility! Euraxess
Innovation Union 1 m new researchers
I-strategy?
WorldwideUNESCO – Declaration & Framework
International Landscape
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National surveysPRES
60% UK, 12% EU, 29% OverseasCROS
35% worked at a research institutionoutside the UK
PIRLSRated academic collaboration
Importance Confidence
Less confident in management and leadership of people
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Your internationalisation landscape
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And the survey said……8 HEI responses
4 Russell Group2 1994 group2 other
All have internationalisation strategy in place or under development
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Training/development support
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Critical reviewing of research papers - for international students
Staying Safe When Doing Field
Research
Sections in
induction for
international
researchersIntercultural competence
Thesis writing for research
students whose first
language is not English
Academic Jobs in the EU
Careers in Europe
Developing your academic
research writing:
challenges and tips for
writers of English as an
additional language
Inclusion and diversity in HE
Creating an Inclusive Environment
Courses
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1-2-1 drop in sessions
International office run
induction for all staff
Careers support
to encourage
mobilityEmbedded within other
content e.g. diversity
training, managing
relationships, leadership
International staff
handbook
PGR mentoring
Research staff conference
International office
and advisors
(students)Exit interviews/surveys
Other support
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Our 3 institutions….
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Ideally what kind of people would we like to develop?
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‘The global manager’…..Key issues:
• Failure rate• Rules & relationships• understanding environment • relationship building• personal integrity/self-management
• Ethics
• Need to select the right people: Operational stance, attitude & behaviour • In HEIs who are the best people to act globally?
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How could the ‘global researcher’ be supported to be successful?…. By:
Their InstitutionNational organisations
What is the researcher’s responsibility?
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What…
So what…
Now what…