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[{"$nulls":4},"Researcher Development Framework"]
[]
[{"$nulls":3},"Knowledge and intellectual abilities ",{"$nulls":4},"This domain contains the knowledge and intellectual abilities needed to be able to carry out excellent research."]
[]
[{"$nulls":3},"Personal effectiveness",{"$nulls":4},"This domain contains the personal qualities, career and self-management skills required to take ownership for and control of professional development."]
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[{"$nulls":3},"Research organisation and governance",{"$nulls":4},"This domain contains the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research."]
[]
[{"$nulls":3},"Communication, influence and impact",{"$nulls":4},"This domain contains the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context. "]
{"$rows_empty":10}
[null,"Material from this document may be freely reproduced in any medium for non-commercial training and development purposes subject to acknowledgement of copyright."]
[null,"Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited. Please refer to www.vitae.ac.uk/rdfdisclaimer for full conditions of use."]

{"sheet":"A","index":1,"n_rows":38,"n_cols":10,"rows_kept":38}
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[]
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[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"The area of research, the advances within it and its relationships with other research areas"]
[{"$nulls":9},"The methods and experimental techniques appropriate for research design "]
[{"$nulls":9},"Sources of information, bibliographic software and other information technologies"]
[{"$nulls":9},"Literacy and numeracy skills and language abilities appropriate for research "]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Makes original contributions to knowledge"]
[{"$nulls":9},"Identifies, applies and develops methods and experimental techniques appropriate for research projects "]
[{"$nulls":9},"Conducts effective and comprehensive information searches"]
[{"$nulls":9},"Records, manages and handles information/data using appropriate bibliographic software and other information technologies "]
[]
[]
[]
[]
[]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Analyses and evaluates findings using appropriate methods"]
[{"$nulls":9},"Thinks originally, independently and critically; develops theoretical concepts "]
[{"$nulls":9},"Critically synthesises information from diverse sources "]
[{"$nulls":9},"Evaluates progress, impact and outcomes of research "]
[{"$nulls":9},"Recognises and validates problems; formulates and applies solutions to a range of research problems "]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Willing to give and receive constructive criticism"]
[]
[]
[]
[]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Develops new ways of working; has novel ideas and realises their potential"]
[{"$nulls":9},"Identifies new trends; creates new opportunities"]
[{"$nulls":9},"Develops convincing and persuasive arguments to defend research"]
[{"$nulls":9},"Takes intellectual risks; challenges the status quo"]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Takes a creative, imaginative and inquiring approach to research "]
[{"$nulls":9},"Is open to new sources of ideas"]

{"sheet":"B","index":2,"n_rows":36,"n_cols":10,"rows_kept":36}
[]
[]
[]
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[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Approaches research with enthusiasm, passion and confidence "]
[{"$nulls":9},"Is resilient and perseveres in the face of obstacles"]
[{"$nulls":9},"Is self-reflective; seeks ways to improve performance and strives for research excellence"]
[{"$nulls":9},"Is pro-active, independent, self-reliant and takes responsibility for self and others"]
[{"$nulls":9},"Shows integrity"]
{"$rows_empty":7}
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Anticipates and responds to directions and trends in research"]
[{"$nulls":9},"Plans, prioritises and conducts research in proactive way"]
[{"$nulls":9},"Delivers research projects and results on time and effectively"]
[{"$nulls":9},"Develops awareness of, and helps to achieve, work-life balance for self and colleagues"]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Has a strategic approach to research "]
[{"$nulls":9},"Has focus, commitment and ambition"]
[{"$nulls":9},"Is flexible and responsive to change"]
[]
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"Career and employment opportunities inside and outside academia"]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Takes ownership of and manages professional development "]
[{"$nulls":9},"Shows commitment to continuing professional development and enhancing employability"]
[{"$nulls":9},"Maintains and develops relevant skills set and experience in preparation for a wide range of opportunities within and outside academia "]
[{"$nulls":9},"Actively networks for professional and career purposes and seeks to enhance research reputation and esteem"]

{"sheet":"C","index":3,"n_rows":34,"n_cols":10,"rows_kept":34}
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"Health and safety issues, confidentiality and ethical requirements of his/her research field "]
[{"$nulls":9},"The legal requirements and regulations relating to the area of research and the research environment"]
[{"$nulls":9},"The principles of intellectual property rights (IPR) and copyright issues, as they relate to research, its commercialisation and dissemination"]
[{"$nulls":9},"Organisational and professional requirements and environmental impact of research  "]
[{"$nulls":9},"The concept of corporate social responsibility"]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Respects, acknowledges and attributes the contribution of others"]
[{"$nulls":9},"Seeks to protect, where appropriate, the intellectual assets arising from research and to maximise the wider value of research findings"]
[{"$nulls":9},"Acts with professional integrity in all aspects of research governance  "]
[{"$nulls":9},"Uses institutional/organisational resources responsibly and appropriately "]
[{"$nulls":9},"Seeks ways of working in a sustainable manner"]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Respects, upholds and meets professional standards and requirements  "]
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"The contribution of research to the health of disciplines and institutional missions  "]
[{"$nulls":9},"Project management tools and techniques"]
[{"$nulls":9},"Behaviour: "]
[{"$nulls":9},"Applies appropriate project management tools and techniques"]
[{"$nulls":9},"Sets goals and plans and manages resources to deliver results "]
[{"$nulls":9},"Effectively assesses and manages risks"]
[{"$nulls":9},"Evaluates the effectiveness of research projects"]
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"The requirement for research income generation and financial management "]
[{"$nulls":9},"Mechanisms for funding, the range of funding sources and the processes for making applications"]
[{"$nulls":9},"Local administrative systems, reporting procedures and infrastructure processes"]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Responsibly manages finances, resources and infrastructures related to research"]

{"sheet":"D","index":4,"n_rows":42,"n_cols":10,"rows_kept":42}
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[]
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[]
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[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Actively works in an inclusive, respectful and constructive way with colleagues, stakeholders and research users  "]
[{"$nulls":9},"Recognises and acknowledges the contribution of others and own part in team success  "]
[{"$nulls":9},"Builds relationships in academic and commercial contexts; approachable and interacts constructively with others; manages expectations and resolves conflict"]
[{"$nulls":9},"Supervises, mentors and develops the potential of less experienced researchers and colleagues through support and advice "]
[{"$nulls":9},"Leads, motivates and influences where appropriate; persuades through listening and convincing discussion"]
[{"$nulls":9},"Builds and sustains collaborative relationships and works pro-actively to create and develop knowledge with a range of stakeholders, including researchers, funders and users of research"]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Respects the inclusive and collegial manner in which researchers conduct relationships within and beyond academia"]
[{"$nulls":9},"Recognises the potential for working in sustained partnerships with a range of stakeholders to generate new ideas, insights and maximise the potential for wider societal and economic impact"]
[{"$nulls":9},"Respects individual difference and diversity "]
[]
[]
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"Appropriate communication and dissemination mechanisms for different audiences"]
[{"$nulls":9},"The importance of engaging in the processes of publication and dissemination of research results and impacts"]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Communicates effectively in both written and oral modes with a range of audiences formally and informally through a variety of different techniques and media"]
[{"$nulls":9},"Actively engages in publication and dissemination of research results and impacts"]
[]
[]
[]
[{"$nulls":9},"Knowledge of:"]
[{"$nulls":9},"Global, organisational, cultural, economic, and environmental contexts, and the wider impact of research "]
[{"$nulls":9},"The social and ethical implications of research, and public attitudes to these issues "]
[{"$nulls":9},"The range of mechanisms to support knowledge transfer and maximise the impact of research in academic, economic and societal contexts"]
[{"$nulls":9},"Behaviour:"]
[{"$nulls":9},"Engages with and shares research through research-informed and student-focused teaching"]
[{"$nulls":9},"Contributes to increasing public awareness, engagement and understanding of research and associated impacts"]
[{"$nulls":9},"Identifies innovative trends, ideas and applications; is enterprising and entrepreneurial within and beyond academia"]
[{"$nulls":9},"Works collaboratively with all stakeholders to create, develop and exchange research knowledge to influence and benefit policy development, society and the economy; seeks new outlets and promotes the application of research in innovative ways"]
[{"$nulls":9},"Appreciates and works with diversity and difference in research and education"]
[{"$nulls":9},"Attitude:"]
[{"$nulls":9},"Values the contribution of research to teaching and teaching to research"]
[{"$nulls":9},"Recognises the importance of accountability of research with regard to social and economic impacts, internationalisation and global citizenship"]

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["A1 - Knowledge base"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Subject knowledge","Has, at least, core knowledge and basic understanding of key concepts, issues and history of thought.\nKnows of recent advances within own research area and in related areas. (A3)\nIs working towards making an original contribution to knowledge.\nIs developing awareness of international and non-academic dimensions of knowledge creation.","Develops detailed and thorough knowledge/understanding of own and related subject areas – and becomes familiar with associated areas in other disciplines/research areas. \nSituates knowledge in international context",null,"Stimulates new knowledge; may make outstanding breakthroughs. Considers multiple perspectives. \nHas deep and holistic understanding of strategic direction and intellectual developments of discipline/research area and its inter-relatedness with other disciplines/research areas. Uses this knowledge to enrich own discipline/research area.\nContributes to the integrity and future health of the discipline/research area. Exercises international influence."]
["Research methods – theoretical knowledge","Understands relevant research methodologies and techniques and their appropriate application within own research area. (A4)\nJustifies the principles and experimental techniques used in own research. (B6)","Appreciates the value of a range of standards and methods/techniques for information/data collection and analysis; assesses and demonstrates usefulness and validity of information/data in the context of a specific problem/question.","Combines and justifies methods/techniques in a flexible and rigorous manner designed specifically for the research investigation.","Recognises the value of alternative research paradigms and is able to work in and support others working in an inter-disciplinary way."]
["Research methods - practical application","Skilfully uses a range of research methods linked to study area; documents own activity.\nShows growing competence in own subject area and is developing awareness of alternative methods/techniques.","Demonstrates further development of methods/techniques; confidently applies these in research. \nDesigns and implements research using methods and tools appropriate to the task. Documents research processes. ","Educates and guides others in the appropriate selection and use of research design, information/data collection, and information/data management analysis, and methods/techniques.","Creates new models and hypotheses, research designs, data collection and analysis techniques.\nSets expectations for application of methods locally, regionally and internationally."]
["Information seeking ","Acquires and develops search and discovery skills and techniques. \nIdentifies and accesses appropriate bibliographical resources, archives and other sources of relevant information (C3) including web based resources, primary sources and repositories.\nMakes best use of a range of current tools and techniques. \nAssesses the reliability, reputation and relevance of sources.\nSeeks feedback from relevant groups to access other insights.","Conducts advanced and complex searches, using a range of sophisticated information software, resources and techniques; recognises their advantages and limitations.\nRecognises the importance of bibliometrics and citations.","Shows highly developed awareness of most appropriate sources for research.\nUses a range of specialist print and on-line resources, as appropriate.\nManages bibliometrics and citations to best advantage and with a high level of proficiency.\nEducates others in information/data seeking, accessing, evaluating and verifying techniques."]
["Information literacy and management","Designs and executes systems for the acquisition and collation of information using information technology (e.g. word processing, spreadsheets, simulation systems, databases) appropriately. (C2, C4)\nDevelops awareness of information/data security and longevity issues.\nKnows where to obtain expert advice – i.e. information/data managers, archivists and librarians.","Develops a sustained awareness of the creation, organisation, validation, sharing, storing and curation of information/data and associated risks. \nUnderstands legal, ethical and security requirements involved in information/data management, especially over time. \nHas knowledge of purpose of metadata. ","Advises and educates peers, less experienced researchers, students and staff in discipline/research area-specific information/data management techniques, data security, legal and ethical requirements.","Develops new techniques for information management.\nKeeps abreast of and anticipates trends in the design and use of information/data collection, analysis and preservation."]
["Languages","Has excellent knowledge of language(s) (including technical) appropriate for research. ","Learns additional language(s) (including technical) appropriate for research and career development.","Becomes fluent/expert in additional relevant language(s)."]
["Academic literacy and numeracy","Prepares grammatically and syntactically correct text for written or oral presentation.\nWrites clearly and in a style appropriate to purpose (E1) and context for specialist and non-specialist audiences.\nIs mathematically competent to undertake research in own discipline/research area; understands and applies any statistics that may be used in the discipline/research area; analyses data and uses appropriate computer packages.\nIs IT literate and digitally competent, uses virtual networks for research.","Improves own style of texts for written or oral presentation. \nDevelops further necessary IT and digital skills. \nUnderstands any analytical or statistical procedures in related disciplines/research areas and continues to develop mathematical ability.","Produces, when required, text for written and oral presentation in elegant and polished form. \nPresents complex ideas with clarity.\nKeeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for the discipline/research area.\nEducates, advises and guides others in academic literacy and numeracy skills, as appropriate."]

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["A2 - Cognitive abilities"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Analysing","Critically analyses and evaluates own findings and those of others. (A5)\nValidates datasets of others.","Has skilled and sharp analytical abilities, with knowledge of a range of methods.\nDevelops the analytical understanding of less experienced researchers and staff. ",null,"Has outstanding analytical abilities."]
["Synthesising","Sees connections between sections of own information/data and previous studies. Benefits from guidance with synthesising information/data and ideas. ","Critically synthesises new and complex information from diverse sources.\nHas broad vision, recognises patterns and connections beyond own discipline/research area.","Makes imaginative leaps of understanding across disciplines/research areas/agendas and beyond academia."]
["Critical thinking","Able to understand argument (oral and textual) and articulate own assumptions; developing independent and critical thinking.\nHas the ability to recognise and validate problems. (A1)\nRecognises multiple ways of knowing.","Recognises significant and important arguments and assumptions.\nIs capable of original, independent and critical thinking, and has the ability to develop theoretical concepts. (A2)\nMakes sound and realistic judgements.","Confidently applies critical thinking skills. \nStimulates critical thinking in less experienced researchers and peers.\n","Is acknowledged as creative critical thinker nationally and internationally.\nStimulates critical thinking at discipline/research area and policy levels."]
["Evaluating","Summarises, documents, reports and reflects on progress. (A6)\nEvaluates the impact and outcomes of own research activities.\nAssesses the quality, integrity and authenticity of primary and secondary research information/data.\nReceives and gives constructive criticism. ","Evaluates progress, impact and outcomes of peer researchers’ activities.\nAdvises and guides less experienced researchers on the quality, integrity, authenticity and validity of primary and secondary research information/data.\nIs able to provide and accept fair criticism at appropriate times.","Monitors and evaluates progress, impact and outcomes of a range of other researchers’ activities. \nManages difficult criticism positively. ","Creates evaluation processes and evaluates progress, impact and outcomes for national/international organisations and/or projects."]
["Problem solving ","Isolates basic themes of own research; formulates basic research questions and hypotheses.","Formulates and applies solutions to a range of research problems and effectively analyses and interprets research results.","Identifies new trends, complex questions and broader problems; designs substantial projects.\nChallenges hypotheses and refines them in the light of results.\n","Leads a research agenda by making major contributions to understanding.\nAsks the pertinent questions and designs projects that challenge traditional thinking and take research themes forward. \n"]

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["A3 - Creativity"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Inquiring mind ","Demonstrates a willingness and ability to learn and acquire knowledge. (D1)\nDevelops a style of questioning and questioning technique.","Demonstrates flexibility and open-mindedness. (D3)\nIdentifies useful questions, asks challenging questions; always curious.","Sees beyond immediate questions to unexplored areas. \nConfidently enquires, challenges and questions.","Anticipates cutting edge questions. Encourages challenge and inspires curiosity."]
["Intellectual insight","Absorbs and appropriates ideas; is intellectually sharp.\nCreates ideas and opportunities by investigating/seeking information. ","Recognises new trends quickly; is insightful; goes beyond the obvious. \nDevelops own conceptual approach/understanding of intellectual position.\nShows initiative, and works independently. (D7)","Identifies where discipline/research area is going and to some extent influences the intellectual agenda.\n Independently and confidently shares own lateral thinking.","Makes connections between previously unrelated issues. \nInfluences and stimulates the intellectual agenda for the discipline/research area.","Provides outstanding breakthrough thinking for the discipline/research area and has strategic input to other disciplines/research areas."]
["Innovation ","Understands the role of innovation and creativity in research. (D2)\nMay engage in inter-disciplinary research.","Exercises critical judgement and thinking to create new and/or imaginative ways of understanding.\nDevelops new ways of working on a topic and has unusual ideas. \nIdentifies which ideas are likely to be successful. ","Realises the potential of ideas. Drives and delivers innovative research projects.\nEncourages, inspires and works with others; actively seeks collaborations for inter-disciplinary research.",null,"A visionary; challenges traditional viewpoints."]
["Argument construction","Constructively defends research outcomes. (E3)\nProvides evidence in support of ideas.\nStructures oral and written arguments concisely and intelligibly.","Rigorous in argument construction and production of evidence.\nProduces convincing arguments to defend research theses.","Produces finely honed argument rapidly.\nEducates, advises and guides others in argument construction."]
["Intellectual risk","Tests the boundaries, is willing to expose ideas to critical audience and to critically appraise other research.","Challenges the status quo in thinking within own discipline/research area.","Challenges the status quo within the discipline/research area.","Pioneering; is willing and able to take intellectual risks appropriately in the pursuit of knowledge."]

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["B1 - Personal qualities"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Enthusiasm","Maintains enthusiasm and motivation for own research.","Recognises the need for passion and pride in own work.\nIs highly motivated even when work is mundane.","Is passionate about research: enthuses immediate others; inspires enthusiasm in the discipline/research area.",null,"Inspires communities of international researchers."]
["Perseverance ","Demonstrates self-discipline, motivation and thoroughness. (D5)\nPerseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support. \nDeals effectively with the dull, routine, aspects of research.",null,"Perseveres through difficulties while supporting others. \nIs resilient. ","Perseveres steadfastly and leads the way for others.","Gives sustained performance: single-minded and stimulated by obstacles and challenges."]
["Integrity","Demonstrates appreciation of standards of good research practice in the institution and/or discipline/research area. (B3)\nSeeks guidance as necessary.","Acts with professional integrity and humility at all times and is honest in all aspects of research; takes especial care in information/data handling and dissemination and engagement with others. ","Acts as exemplar to and advises peers and less experienced members of staff; respecting their views and engaging effectively in discussion.","Sets expectations and standard of conduct.\nAdvises all staff and contributes to institutional and disciplinary policy/practice.","Shapes policy and procedures of good practice in research in the HE sector, professional associations and bodies."]
["Self-confidence","Aware of some personal abilities and willing to demonstrate them.\nRecognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support as appropriate. (D6)","Aware of own range of skills and enjoys demonstrating them. \nAble to defend ideas in face of reasonable challenge both from colleagues and others.\nSelf-reliant; (D7) capable of directing others.","Is confident of own skills and ideas in the face of strong challenge – seeks challenges.\nBuilds a range and variety of support structures. \nContributes to others’ support; recognises need for collegiality.","Comfortable that own ideas are likely to be radical/unusual; has self-confidence to initiate challenge.\nMaintains a range and variety of support structures.\nDevelops confidence in others. ","Seeks out sophisticated challenges to any new/unusual/radical ideas.\nExploits focussed and targeted support mechanisms.\nInspires confident behaviour in others."]
["Self-reflection","Makes time to reflect on practice and experience.\nDevelops strengths and improves on weak areas.\nSeeks personal feedback.\nLearns from mistakes. ","Has heightened awareness of own strengths and weaknesses. \nStrives for excellence, seeks and takes personal feedback on performance and acts on it. ","Continuously seeks ways to improve own performance and that of less experienced researchers and/or team/department/institution.\nEncourages self-reflection in others. \nLeads by example. "]
["Responsibility","Gradually takes complete responsibility for own project and own well-being; develops independence.","Takes responsibility for own and others’ projects (students and less experienced colleagues).\nDelegates in a responsible way. \nAlert to the needs for well-being of others.","Accepts and takes responsibility for building/leading research team and developing its members. \nEngages in the pastoral care of other researchers/the team; encourages well-being.","Has leading responsibility for delivering highly skilled researchers for academic and non-academic professions. Is responsible for leading the discipline/research area nationally and/or internationally.\nEngages in pastoral care of colleagues; encourages well-being in academic and non-academic staff."]

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["B2- Self management"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Preparation and prioritisation ","Prepares and plans project to objectives and with support; able to adapt if necessary.","Takes strategic view of project; prepares, plans and projects forward; deals with the unexpected.","Anticipates future directions and trends in research, prepares for the unexpected. \nRecognises good ideas. \nSees the gaps and opportunities in project plans and evaluates the changes needed. ","Plans, balances, responds rapidly and effectively; accepts imperfections. \nInfluences environment; has long-term strategic vision.  \nGives evidence for the need for change.\nPrioritises and switches focus between multiple projects/tasks."]
[" Commitment to research ","Determines to complete first project.\nCommits to own project and establishes research credentials.","Demonstrates a drive to engage further in research; has a sense of purpose and is dedicated. \nFocuses on own research area; evaluates and manages potential distractions. ","Has a purposeful and determined focus on developing excellence in research, taking it from the ordinary to the extraordinary. ",null,"Determines to leave a legacy of inspirational research. "]
["Time management","Manages own time effectively to complete research project; adheres to clear plan.","Is establishing own time management systems. Delivers each project on time; quick and efficient; responds flexibly.","Has established own time management skills, advises others and acts as role model.\nManages multiple or complex projects to time; balances constraints.\n"]
["Responsiveness  to change","Adapts approach when required to; seeks guidance and carefully considers risk.","Adapts to changes; balances risk and opportunity. Knows when to seek advice and reassurance.","Engages with change; expects change and is prepared for it, manages risk accordingly. Advises and reassures less experienced researchers. ","Embraces change, finds it stimulating; anticipates risk. Responds decisively; coaches and reassures others.","Promotes change and is willing to take personal risk."]
["Work-life balance","Is developing an awareness of work-life balance issues.\nUses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being.\nAlert to needs of others.","Maintains an acceptable work-life balance and manages pressure.\nNotices and helps manage the pressure on colleagues and less experienced researchers.","Actively maintains attention to work-life balance issues. Promotes an effective work-life balance for self and team. Sensitive to signs of pressure on and stress in colleagues, students and staff; provides support, advice and management where necessary.\nInfluences departmental, institutional or disciplinary policies on work-life balance and well-being."]

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["B3 - Career development skills"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Career management ","Takes ownership for and manages own career progression, sets realistic and achievable career goals, identifies and develops ways to improve employability. (G2) \nPresents own skills, personal attributes and experiences through effective CVs, applications and interviews. (G4)\nBegins to establish a career network.","Forms credible career plans; critically reflects on experiences and pursues a cycle of self-improvement. Seeks advice, guidance or coaching from appropriate professionals\nInitiates and sustains networks and relationships that may encourage opportunities for employment.","Is in process of establishing career trajectory; uses networks and coaching opportunities to manage own career.\nActively develops less experienced researchers and local staff. Coaches others for specific academic activities.","Is an established researcher.  Maintains career momentum. Extends and manages career networks. \nActs as role model; creates opportunities for others and nurtures researchers’ careers. \nUses networks to enhance the employability of others.","Is an exceptional career model: an exemplar and inspiration to others.\nEngages in succession planning."]
["Continuing professional development  ","Appreciates the need for and shows commitment to continuing professional development. (G1) \nRecognises transferability of own experience and articulates this to potential employers or line managers.\nDevelops and maintains own records of achievement and experience.","Demonstrates self-awareness and the ability to identify own development needs. (D4) \nBecomes familiar with employers’ requirements and develops skills accordingly. \nActively seeks opportunities to enhance skills and take responsibility, formally or informally within a research environment.\nMaintains a portfolio of achievement and experience.","Has realistic view of own potential in academic or non-academic job market and has adapted career development plans appropriately.\nSupports and encourages the continuing professional development of others. Helps others make informed decisions in the light of employers’ requirements. \nReflects on skills and creates opportunities to develop further. Demonstrates, with evidence, initiative and competence in a wide range of contexts.","Acts as continuing professional development role model for others. \nIs influential in setting standards and devising criteria to define the skills required of professional researchers.\nContributes to the culture of continuing development within own institution and discipline/research area.\nActively acquires information and feedback on matters affecting the direction of discipline/research area/department/institution; advises colleagues and less experienced researchers accordingly."]
["Responsiveness  \nto opportunities","Demonstrates an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia. (G3)\nSeeks to gain a broader range of experience.","Understands and takes advantage of a broader range of employment and professional development opportunities across, within and outside academia.\nTakes appropriate opportunities to enhance employability and may gain international experience; has realistic and mature approach to job search including positions outside academia. ","Recognises, creates and confidently acts on opportunities with the potential to develop own career within or outside academia.\nUnderstands the complexity of the academic job market; able to advise others and give sensitive yet realistic advice.\nActively creates and champions opportunities for others within and outside academia. Is responsive to collaborative opportunities across disciplines/research areas and with non-academic organisations. "]
["Networking ","Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community. (F1)","Uses personal and/or on-line networks effectively for feedback, advice, critical appraisal of work and for responding to opportunities.\nEngages with learned societies and public bodies.","Shares external networks to open doors for less experienced researchers/students. \nBuilds professional rapport. Becomes respected member of learned society(ies).","Leads networks. \nHas national, international and policy making network connections with academic and non-academic bodies and organisations, and in public and private research and development areas.","Has influential connections with significant bodies and organisations; has high impact on society through academic and non-academic bodies and organisations."]
["Reputation and esteem ","Speaks with authority on own topic. \nBegins to be known as a good researcher.","Holds own in debates about own research areas. \nIs establishing a reputation in the discipline topic/research area and locally.","Has an established and growing reputation in own and, possibly, other disciplines/research areas; increasing research esteem.\nConducts peer review internally and acts as reviewer for projects and journals. \nSupports the development of the reputations of less experienced researchers. ","Is a leading, well-known national authority and invited speaker on own focal topic and related areas and in some international arenas.\nActs as reviewer for external chairs.\nActively promotes the reputation and esteem of department/team, colleagues, peers and less experienced researchers.","Is globally renowned; becomes international authority and key note speaker on own focal topic and related areas.\nActively champions the reputation of the discipline/research area and own institution. "]

{"sheet":"C_1","index":11,"n_rows":9,"n_cols":7,"rows_kept":9,"merged":[[5,3,5,4]]}
["C1 - Professional conduct"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Health and Safety","Understands relevant health and safety issues and demonstrates responsible working practices. (B4)\nTakes responsibility for own work space. Aware of impact on others and wider environment.","Recognises the significance and relevance of health and safety regulation and guidance. Sets example, can educate and advise peers and less experienced researchers/students. \nTakes responsibility for immediate work environment and people in it.","Sets expectations, educates, trains and guides peers and less experienced researchers in health and safety.  \nManages and takes responsibility for health and safety within department.","Determines departmental/local expectations on health and safety matters. Educates, trains, guides and disciplines students and staff. \nDetermines institutional policy and/or contributes ideas to national policy.","Shapes policy and procedures of own institution, national or international professional associations/bodies."]
["Ethics and principles and sustainability","Shows knowledge and understanding of ethical requirements and codes of conduct appropriate for discipline/research area, research council and professional association/body.\nTakes responsibility for ethics in own project.\nDemonstrates awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research. (B2)\nIs mindful of the environment and own impact on it. Understands how to behave and work in a sustainable way. \nUnderstands the concept of corporate social responsibility; seeks guidance as necessary.","Understands and applies the relevant guidelines for the ethical conduct of research involving people, human tissue and animals and considers the impact of own research on people and animals. \nMakes own ethical judgements about work and advises less experienced researchers and students. Challenges potential or actual unethical behaviour of others.\nActs and works in a responsible way to create a sustainable environment.","Sets expectations and ensures ethical principles are adhered to within own research environment. Educates and advises peers and less experienced members of staff.\nActs as exemplar, advises peers and staff on environmental issues; promotes sustainable attitude to research among less experienced researchers.","Determines appropriate ethical conduct for discipline/research area; advises policy makers.\nDrives local environmental policy and promotes sustainable approach to research among colleagues/department.","Shapes policy and procedures of the HE sector and professional associations/bodies.\nPromotes public understanding of the ethical issues raised by research."]
["Legal requirements ","Has basic understanding of legal requirements surrounding research \n(e.g. Data Protection Act, Freedom of Information Act, Disability Discrimination Act and equality legislation).","Understands the legal obligations of the profession and can advise peers and less experienced researchers, especially on ownership of data and the requirements of the Data Protection Act. (B2)","Assumes, for the local research context, responsibility for working within the legal framework; sets expectations, advises peers and less experienced members of staff. ","Advises all staff and contributes to institutional policy.\nEnsures that students and staff have equality of opportunity and are treated fairly.","Shapes policy and procedures of the HE sector and professional associations/bodies."]
["IPR and copyright","Has basic understanding of data ownership rules as they apply to own research.","Deeper and consistent understanding of copyright, (B2) IPR, licensing; can advise peers and less experienced researchers. \nManages the deposit of research outputs, open and wider access, and the ‘creative commons’.","Sets local expectations among staff/team/department. Engages in the commercialisation of intellectual property. Advises all staff and contributes to institutional policy.",null,"Shapes policy and procedures of the HE sector and professional associations/ bodies."]
["Respect and confidentiality","Within own research respects the right of participants to confidentiality and anonymity. \nRespects colleagues.","Advises peers and less experienced researchers about respect, confidentiality (B2) and anonymity.\nEncourages others to respect colleagues; challenges those who do not respect others.","Sets expectations, advises peers and less experienced members of staff.","Directs local policy, advises all staff and contributes to institutional policy.","Shapes policy and procedures of the HE sector and professional associations/bodies."]
["Attribution\nand co-authorship","Understands concept of attribution (B2) and applies it consistently and fairly to appropriately recognise contributions and co-authorships. Seeks advice on local codes of conduct.","Advises peers and less experienced researchers on bibliometrics and citation practice.","Sets expectations, advises peers and less experienced members of staff.","Directs local policy, advises all staff and contributes to institutional policy.","Shapes policy and procedures of the HE sector and professional associations/bodies."]
["Appropriate\npractice","Understands and adheres to the rules and regulations concerning academic malpractice (B2) in the institution in which based and of professional body and funder, if appropriate.","Deeper understanding of and adherence to rules for appropriate practice; can advise peers and less experienced researchers. Challenges malpractice.","Sets expectations, advises peers and less experienced members of staff.","Directs local policy, advises all staff and contributes to institutional policy.\nIs involved in decisions regarding malpractice.","Shapes policy and procedures of the HE sector and professional associations/bodies."]

{"sheet":"C_2","index":12,"n_rows":5,"n_cols":7,"rows_kept":5,"merged":[[2,2,2,3],[2,4,2,5],[3,4,3,5]]}
["C2 - Research management"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Research strategy ","Understands how own research aligns with the research strategy of the institution and strategic focus of the discipline/research area. \nDevelops understanding of broader context of research. ","Ensures research contributes to the discipline/research area and own institution and also to wider aims of stakeholders, the public and the business sector. ",null,"Shapes and influences broader research agenda."]
["Project planning and delivery ","Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities. (C1)\nActs on decisions agreed with supervisor/line manager and delivers results. ","Independently defines a manageable research project. \nUnderstands project management cycles and is able to draw on a number of project management techniques and tools.\nAllows for wider public access to and long-term preservation of research information/findings.\nDoes not let problems drift; manages conflict.","Defines large research projects, draws up long-term plans for research. \nUses range of project management strategies.\nClarifies priorities; sets expectations, keeps people on track. ","Manages multiple research projects and both the research agenda and bureaucracy for various projects.\nAble to take unpopular but appropriate decisions."]
["Risk management ","Makes basic risk assessment and is able to manage risks in own project with support.\nAware of risks in virtual environments and when using interactive communication technologies.","Assesses risks in own research environment, takes responsibility for others in that environment.\nAware of risks to research information over time.","Conducts thorough risk analysis for self, team and others; quick to identify risks and manage them in a confident manner. Sets and manages expectations for project.","Accepts responsibility for risk management; educates and advises others. Determines and directs procedures/expectations for own institution.","Shapes policy on risk management for the HE sector and professional associations/bodies."]

{"sheet":"C_3","index":13,"n_rows":5,"n_cols":7,"rows_kept":5,"merged":[[2,3,2,4],[3,4,3,5],[4,4,4,5]]}
["C3 - Finanace, funding and resources"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Income and funding generation","Understands the processes for funding and evaluation of research. (B5)\nWrites individual research proposal.","Has broad awareness and knowledge of key relevant funding sources and grant application procedures.  Recognises and appreciates the significance of income and funding generation for own institution. \nApplies for small grants/fellowships successfully.","Aware of wider economic context. Understands funding complexities and variety of sources for funding. Educates, advises and guides others on income and funding generation.\nApplies for increasingly larger grants, seeking alternative sources. Engages in income generation for own institution. ",null,"Influences funding policy within the HE sector and professional associations/bodies."]
["Financial management","Understands the basic principles of financial management. \nHas commercial awareness.","Appreciates and recognises the significance of financial management systems. Keeps basic accounts and reconciles them. \nManages own grant. \nDevelops deeper commercial awareness.","Has thorough knowledge of local financial management systems; prioritises between commercial and financial interests. Understands institutional and national financial systems for supporting research.\nManages multiple budgets; educates, advises and guides others.","Helps shape/contributes to funding policy and financial management processes and commercial awareness in institution /department."]
["Infrastructure and resources ","Makes best use of available resources.\nKnows immediate academic system/work environment.","Makes creative use of available resources; cultivates useful connections. \nAware of local reporting mechanisms and house     styles, and of procurement law and best practice.\nRecognises corporate culture and what is acceptable within it; acknowledges the impact of own role within it.","Contributes to the planning and resource management of the department; accepts responsibility for own and others’ actions.\nProcures and maintains resources appropriate to range of projects; mindful of economies of scale. ","Drives/directs/influences internal use of infrastructure and resources.\nContributes to institutional administration and governance; chairs high level institutional committees.\nMakes persuasive arguments for the allocation of resources and appropriate infrastructure. "]

{"sheet":"D_1","index":14,"n_rows":10,"n_cols":7,"rows_kept":10,"merged":[[2,4,2,5],[3,4,3,5],[4,4,4,5],[5,3,5,5],[8,4,8,5],[9,4,9,5]]}
["D1 - Working with others"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Collegiality ","Shows consideration to others.\nListens, gives and receives feedback and responds perceptively to others. (F3) ","Is approachable, demonstrates interpersonal sensitivity. \nEnsures everyone has a shared understanding.\nGives and receives constructive criticism.","Keeps people informed of wider institutional issues. Proactively develops collegiality.\nEngages in peer review with colleagues.","Exemplar for collegial behaviour in department/institution. \nCascades knowledge. \nSolicits and attends to 360 degree feedback."]
["Team working","Understands own behaviours and impact on others when working in and contributing to the success of formal and informal teams. (F2) \nAppreciates contributions of other team members including non-academic members. Thanks people for their contribution.","Understands leadership in team environments; recognises the strengths of team members and works effectively to achieve mutual goals.\nCoaches less experienced researchers and students.\nGives credit to people for their contribution.\nBuilds support and coalitions to attain goals.","Leads, manages and delegates impartially. \nIs sensitive to intentions, needs and positions of team members; acts accordingly to achieve success. \nManages expectations and resolves conflict.\nCoaches team members; helps team members clarify their roles and responsibilities. \nAcknowledges the results of the team. \nActively seeks collaborative partners.","Recruits, trains and builds sustainable team; develops staff and facilitates relationships. \nCollaborates internationally."]
["People management ","Negotiates activities and deadlines with supervisor/line manager.","Becomes conscious of own management style; improves approach and technique. \nSupervises/manages and develops less experienced researchers and students, with sensitivity.\nStates clear expectations, clarifies goals and negotiates realistic deadlines so that people know what is expected of them.\nSets an example in relation to equality and diversity matters; challenges inappropriate behaviour.\nMotivates and encourages others.","Has established an independent personal management style. \nRewards good performance and deals effectively with under-performance.\nExplains the rationale behind decisions and the importance of issues. \nEnsures appropriate equality and diversity policies are implemented.\nEmpowers others. ","Communicates vision – has an inspiring sense of purpose; creates nurturing/supportive culture for others.\nContributes to the development of equality and diversity policies."]
["Supervision","Engages in peer support and evaluation, and undergraduate support and assessment.","Provides support and advice to peers and less experienced researchers.\nTakes on co-supervision role. \nWelcomes feedback on own supervisory skills.","Encourages the development of autonomy in others.\nTakes on lead supervisor role. Supports the development of supervision skills in others.\nKeeps up to date with supervision policy and procedure.\nActively seeks feedback on own supervisory skills and techniques; provides feedback for less experienced colleagues."]
["Mentoring ","Effectively supports the learning of others when involved in teaching, mentoring, demonstrating or other research activities. (E5)\nRecognises the importance of mentorship.","Develops skills as a mentor and uses their own mentorship effectively.\nEncourages peers and less experienced researchers to present at conferences, write and publish joint or individual papers.\nActs as a mentor to students.","Acts as mentor to less experienced colleagues. \nHelps mentees and other people to see opportunities and take up new challenges. \nIdentifies potential in others; empowers people.\nSets challenges but builds and develops confidence; manages the over-confident.","Shapes the mentoring strategy of own institution.\nInvolves people in decision making and leadership roles, promoting their autonomy.\nNurtures talent; develops skilled researchers.","Is a figurehead. Shares networks; opens doors."]
["Influence and leadership ","Engages in debate and invites challenge. \nDevelops awareness of need to gain support.\nRecognises implications of own research for real life contexts.\nLearns of the value to academia of engaging in dialogue with users to achieve influence and impact.","Influences and leads less experienced researchers and students.\nListens actively and communicates confidently. Presents a convincing case. \nDemonstrates link between own research and real world affairs.\nEngages with stakeholders and users of research to extend influence and impact of research within and beyond academia.\nDevelops awareness of different leadership styles.","Takes responsibility for key areas of work within the institution.\nGenerates an excitement and buzz about ideas. \nRecognises and encourages the contributions of others and uses them to best effect. \nOffers ideas that encourage people to think differently; states expectations clearly as a role model.\nDevelops own leadership style. Protects less experienced researchers. Demonstrates initiative and competence in leading (formally or informally) people, resources and services.\nInfluences and provides leadership in committees and in external relationships.","Highly influential in academic and non-academic spheres. Presents and defends strong or radical ideas. \nConvinces through argument rather than position of power. \nHas a voice with public resonance. \nIs involved in advising a policy making body and academic committees.\nCan use range of leadership styles. As a leader, includes and enables others; involves them in decisions. Prepared to defend all staff and department/institution from unwarranted attack.","Has exceptional influence; internationally renowned.\nInput sought by policy makers, funding bodies, etc."]
["Collaboration","Has developing awareness of the value of working collaboratively to benefit research and for maximising the potential for impact.\nCo-produces knowledge with supervisors/research leaders.\nRecognises common/conflicting interests within own and adjacent disciplines/research areas.","Builds collaborative relationships with a range of colleagues within own and adjacent disciplines/research areas and with stakeholders and users of research.\nActively participates in and contributes to collaborations and external relationships.","Builds collaborative relationships across disciplines/research areas to co-produce knowledge.\nWorks in multi- or cross- disciplinary contexts; thinks comparatively.\nManages and negotiates collaborations and external relationships; contributes to health of discipline/research area.","Builds collaborative relationships with a range of external organisations and bodies; negotiates at national and international level. \nActively builds capacity in collaborations and external relationships nationally and internationally; contributes to health of department/institution. "]
["Equality and Diversity","Is sensitive to and respectful of individual differences. Develops awareness of diversity and difference within working environment.\nUnderstands equality and diversity requirements of institution.","Appreciates and works with diversity and difference in education/research.","Acts as role model for personal conduct when dealing with diversity and difference; educates, advises and guides less experienced researchers. \nMakes positive use of diversity and difference to enrich research projects and outputs. ","Sets example locally and internationally. \nHelps shape departmental/institutional policy and implementation.  "]

{"sheet":"D_2","index":15,"n_rows":5,"n_cols":7,"rows_kept":5,"merged":[[2,4,2,5]]}
["D2 - Dissemination"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Communication methods","Constructs coherent arguments and articulates ideas clearly to a range of audiences, formally and informally through a variety of techniques, (E2) including written and oral formats. \nListens to debate and engages with the audience. Actively engages in knowledge exchange with colleagues, sometimes between disciplines/research areas. ","Appreciates key rhetorical and interrogative skills, including how to persuade others of a viewpoint’s merits, asking the right questions at the right time, demonstrating and communicating credible suggestions to achieve aims.\nCan communicate research to a diverse and non-specialist audience. Recognises the value of ideas from outside academia and incorporates them where appropriate. Actively engages in inter-disciplinary knowledge exchange. \nPresents work confidently and fluently.","Eloquently makes the complex accessible.\nDemonstrates incisive examination and interview techniques.\nContributes originality of argument construction and widens command of language. \nActively engages in knowledge exchange with the public, business, industry, the professions and other users of research.","Varies approach and presents research to professional peers/expert and non-expert audience in an inspirational way. \nProduces finely honed argument rapidly. "]
["Communication media ","Develops skills in a range of communication means, e.g. face-to-face interaction using interactive technologies, and/or textual and visual media, where useful/necessary.\nHas a web presence as a researcher.\nUses visual aids effectively in presentations.","Is confident in face-to-face interactions. Uses interactive communication technologies for networking, information/data sharing and promoting research presence.\nEngages with locally available media.\nUses complex audio-visuals in presentations.\nWillingly learns additional skills.","Confidently uses e-resources.\nEstablishes and leads virtual research environments.\nCollaborates and communicates research ‘virtually’. \nUses national/international media and web media. \nContinuously seeks self-improvement in terms of media usage. Educates, advises and guides others.","Maintains advanced level of knowledge and skill in interactive communication technologies.\nHas international media use and presence. ","Is an institutional/disciplinary figurehead with global presence on key issues."]
["Publication","Understands the processes of publication and academic exploitation of research results. (B7)\nProduces some publishable material in print, electronic or other format.\nIs developing awareness of the range and diversity of outlets for publications.","Understands how research is evaluated and published in print, electronic or other format.  \nProduces publishable material of high standard; may co-author/collaborate with others. \nDisseminates in a range of research, professional and public outlets.","Regularly publishes and is involved in editing/may be editor of national publication.\nAims for the most prestigious publication in academic and non-academic outlets. \nActively seeks collaborative and/or interdisciplinary partners; is lead author on co-authored outputs.\nSupports and enables less experienced researchers to publish.\nWillingly peer reviews publications.","Chooses to actively publish in a variety of outlets, sometimes solicited contributions; is involved in editing/is editor of international journal or other form of dissemination.\nTargets right journals/outlets to gain an ‘extensive track record of high quality published research’. ","Internationally and publicly renowned for publications.\nServes on influential editorial boards."]

{"sheet":"D_3","index":16,"n_rows":8,"n_cols":7,"rows_kept":8,"merged":[[2,4,2,5],[3,4,3,5],[4,4,4,5],[6,4,6,5],[7,3,7,4]]}
["D3 - Engagement and impact"]
[null,"Phase 1","Phase 2","Phase 3","Phase 4","Phase 5","Evidence to support your current phase"]
["Teaching","Contributes to teaching at undergraduate level. \nAssists in the supervision of undergraduate projects.\nParticipates in research meetings (seminars, workshops, conferences, etc). Has a developing awareness of the ways research influences/interacts with teaching.","Has a developing awareness of own teaching style and techniques. Is involved with the assessment of student knowledge and supervision of projects.\nAssists in the development of student research skills.\nWilling to co-supervise postgraduate research projects.\nRecognises the significance of translating research into other educational outputs, seeks ways for own research to influence teaching.\nOrganises research meetings (seminars, workshops, conferences, etc).","Improves own approach and develops wider repertoire of teaching styles and techniques.\nContributes to and manages the teaching and learning programmes in the department and to the development of the curriculum in own area.\nValues the teaching-learning-research nexus.\nEducates, advises, guides and manages less experienced researchers.\nBuilds supervisory experiences; supervises postgraduate researchers; acts as external examiner at doctoral level.","Leads teaching programmes and their evaluation/quality assurance procedures.\nPursues opportunities to develop research-informed teaching. Actively encourages and promotes a culture that links research and teaching.\nMentors supervisors of postgraduate researchers.\nAttracts new postgraduate researchers."]
["Public engagement","Understands the value of engaging with the public, willingly participates. \nOpen to influence of public interactions on own work.\nResponds to local opportunities and existing activities; presents aspects of research at public events.","Contributes to promoting the public understanding of one’s research area. (E4)\nAppreciates the importance of public engagement for researchers, and seeks ways to realise such opportunities.\nFacilitates engagement with others, leads on local opportunities, is involved with national programmes; applies for small scale funds for activities.\nRecognises the mutual benefit of engagement to research, researchers and the public. Creates a climate where engagement activity is valued.","Facilitates opportunities for public dialogue, connects with users of research and beneficiaries; leads major public engagement projects and funding applications. \nHelps to shape the public’s conception of research. Facilitates a dialogue between the public and researchers; educates, advises and guides less experienced researchers about the importance of public engagement.\nInitiates activities; building track record of public engagement.","Establishes public engagement reputation, gives strategic support and promotes projects. \nIs known advocate in discipline/research area; supports funding applications led by others. \nOccupies specific public engagement post(s) or personal chair."]
["Enterprise ","Creates ideas and spots opportunities internally and externally. \nDevelops ideas in an innovative manner within own institution or externally. \nUnderstands the process of commercial exploitation of research results. (B7)\nLearns of the value to academia of establishing relationships in business/commercial context.","Demonstrates high motivation and commitment to take forward entrepreneurial/intrapreneurial ideas. Appreciates the significance of the research-enterprise relationship. \nUnderstands different environments, appreciates and, where appropriate, contributes to knowledge exchange within society.\nBecomes more aware of commercial and social enterprise.","Leads others in a range of environments to solve problems in a creative and innovative manner. \nBuilds strong networks to acquire resources and influence change through knowledge exchange. \nTurns ideas into real ventures which enrich research and transfer knowledge and expertise to wider audiences internally and externally. \nRecognises potential for new products and novel applications of research for commercial and/or social benefit. Highly skilled at developing relationships in business/commercial context; commercially and socially aware. \nEducates, advises and guides less experienced researchers.","Stimulates, creates and builds extensive relationships in business/commercial context.\nEstablishes regional/national/international reputation for entrepreneurship/intrapreneurship and knowledge exchange.\nProvides strategic leadership and support to others developing entrepreneurship/intrapreneurship.\nIs highly skilled in getting new technologies and/or new ideas adopted by non-research specialists/industry. \nActs as advocate for social enterprise. "]
["Policy","Understands the relevant policy-making processes and presents findings in a policy friendly format.\nAnalyses policies and understands the wider contexts in which they are situated.","Recognises, understands and appreciates the importance of policy making to research and of research to policy making.\nEngages in dialogue with the public, policy makers, government and other key organisations. \nEvaluates the impact of policy and its fitness for purpose.","Produces research which can inform the development or enhancement of policy.\nEducates, advises and guides less experienced researchers.","Understands/builds the relationship between academia and the policy-making process and makes the appropriate links to influence policy making. \nAdvises and informs all staff on impact of policy on research.","Has the ability to get research knowledge into the policy-making process through a variety of mechanisms.\nIs able to influence policy by working directly with key policy makers."]
["Society and culture ","Develops awareness of the impact of research on wider society and of the impact of society, the environment and culture on research.\nUnderstands concept of corporate social responsibility.","Recognises, understands and appreciates the potential impact of research on society, the environment and culture.\nEngages in dialogue with the community and/or relevant stakeholders.\nHas deeper understanding of corporate social responsibility and acknowledges the impact of own role within it.\nPolitically aware.","Actively seeks ways to enrich society and culture with research projects and outputs. \nEducates, advises and guides less experienced researchers in corporate social responsibility.\nPolitically astute.","Sets example locally and internationally. \nHelps shape departmental/institutional policy and implementation.  \nUses politics to advantage.\nSets expectations of staff in respect of corporate social responsibility."]
["Global citizenship ","Shows a broad understanding of the context at the national and international level, in which own research takes place. (B1)","Recognises impact of own and others’ research as global citizens. Develops international contacts and networks.","Sets example and expectations; takes lead on impact issues for discipline/research area and/or institution.\nCan educate, advise, train and guide peers, researchers and staff in international research issues.",null,"Has global impact. \nTakes lead; sets example and agendas, and influences policy on national and international scale."]

{"sheet":"Report","index":17,"n_rows":115,"n_cols":8,"rows_kept":115}
["Domain A"]
[]
["1. Knowledge base","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
[{"$f":"A_1!A3","v":"Subject knowledge"}]
[{"$f":"A_1!A4","v":"Research methods – theoretical knowledge"}]
[{"$f":"A_1!A5","v":"Research methods - practical application"}]
[{"$f":"A_1!A6","v":"Information seeking "}]
[{"$f":"A_1!A7","v":"Information literacy and management"}]
[{"$f":"A_1!A8","v":"Languages"}]
[{"$f":"A_1!A9","v":"Academic literacy and numeracy"}]
[]
[]
["2. Cognitive abilities","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Analysing"]
["Synthesising"]
["Critical thinking"]
["Evaluating"]
["Problem solving "]
[]
[]
[]
["3. Creativity","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Inquiring mind "]
["Intellectual insight"]
["Innovation "]
["Argument construction"]
["Intellectual risk"]
[]
[]
["Domain B"]
[]
["1. Personal qualities","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Enthusiasm"]
["Perseverance "]
["Integrity"]
["Self-confidence"]
["Self-reflection"]
["Responsibility"]
[]
[]
["2. Self Management","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Preparation and prioritisation "]
["Commitment to research "]
["Time management"]
["Responsiveness  to change"]
["Work-life balance"]
[]
[]
[]
["3. Career development skills","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Career management "]
["Continuing professional development  "]
["Responsiveness  to opportunities"]
["Networking "]
["Reputation and esteem "]
[]
[]
["Domain C"]
[]
["1. Professional conduct","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Health and Safety"]
["Ethics and principles"]
["Legal requirements "]
["IPR and copyright"]
["Respect and confidentiality"]
["Attribution and co-authorship"]
["Appropriate practice"]
[]
[]
["2. Research management","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Research strategy "]
["Project planning and delivery "]
["Risk management "]
[]
[]
[]
[]
[]
["3. Finance, funding and resources","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Income and funding generation"]
["Financial management"]
["Infrastructure and resources "]
[]
[]
[]
[]
["Domain D"]
[]
["1. Working with others","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Collegiality "]
["Team working"]
["People management "]
["Supervision"]
["Mentoring "]
["Influence and leadership "]
["Collaboration"]
["Equality and Diversity"]
[]
[]
["2. Dissemination","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Communication Methods"]
["Communication Media"]
["Publication"]
[]
[]
[]
[]
[]
["3. Engagment and impact","Current phase","Target phase","Evidence to support your current phase","How will you achieve your objectives?","How will you measure it?","Target dates","Additional comments"]
["Teaching*"]
["Public engagement"]
["Enterprise "]
["Policy"]
["Society and culture "]
["Global citizenship "]

{"sheet":"Guidance notes","index":18,"n_rows":153,"n_cols":2,"rows_kept":153}
[null,"Guidance notes"]
[]
[null,"‘You are the only person who can take responsibility for your learning and development.’"]
[]
[null,"This tool has been designed as an aid to help you capture the maximum benefit from the Researcher Development Framework. It is a spreadsheet in which to capture your thoughts, progress and plan your professional and career development. It will then become a reference work to which you can return and refresh yourself at any time in the future. The format of the spreadsheet is straightforward, please take some time to keep it up to date."]
[]
[null,"‘The discipline of writing something down is the first step towards making it happen.’"]
[]
[null,"About the RDF:"]
[null,"The Researcher development framework (RDF) is a comprehensive new approach to enhancing the careers of researchers. It has been developed from first principles through interviews with successful researchers in a range of disciplines. It aims to:"]
[null,"- provide a framework of the skills, attributes and behaviours of successful researchers "]
[null,"- provide a tool for self-assessment of strengths and areas for further development "]
[null,"- provide a common framework across institutions in the UK. "]
[]
[null,"What can you use the RDF for?"]
[null,"You may find the RDF useful for:"]
[null,"- preparing for one-on-one reviews with your supervisor, research manager or principal investigator where you will be discussing your professional or career development "]
[null,"- identifying your strengths and areas to focus for development "]
[null,"- prioritising the most appropriate formal and informal development opportunities provided by your institution "]
[null,"- considering your skills and experiences that will enhance your prospects of success in particular career areas. "]
[]
[null,"How to use this tool:"]
[null,"Information in the following section is colour coded to help you use this CPD tool. The blue boxes provide information about the RDF and the red boxes show the steps to take when using the tool. Visit the useful resources page on this tool to access more information about the RDF and advice when planning your personal and professional development."]
[]
[null,"1. Home Page Navigation"]
{"$rows_empty":18}
[null,"2. Descriptor selection"]
{"$rows_empty":19}
[null,"3. Phase selection"]
{"$rows_empty":27}
[null,"4. Progress"]
{"$rows_empty":12}
[null,"5. Report and planning"]
{"$rows_empty":23}
[null,"Top tips:"]
["1","The RDF can be used in a number of ways - both in planning for your long term career ambitions but also to make a feasible short term plan. It can be useful to imagine your long term ambitions in order to focus your career path however the reality of progressing through to the higher phases may be more difficult to plan. In the short term making decisions about how to progress to the next phase or what sub-domains are most important for you will be easier. Try to be realistic when setting these short term goals."]
[]
["2","Use the RDF to highlight your strengths and how these might be used to benefit/influence your career progression. The RDF will also highlight areas for development."]
[]
["3","Use the RDF to highlight your applicable and transferable skills."]
[]
["4","There will be some sub-domains (A_1 to D_3) where there will be less relevance in progressing through the phases. You can prioritise those areas which are most relevant to you."]
[]
["5","To move from one phase to the next why not explore attending courses to:"]
[null,"        a. get a better awareness of the issues relating to that area"]
[null,"        b. gain specific technical knowledge"]
[null,"        c. improve and enhance current abilities"]
[null,"These courses may be run at a local level (within your University) or may only be run nationally or internationally so awareness of opportunities for training is key. Vitae also run a wide range of courses for many aspects of personal and career development. "]
[]
["6","Some phases may only be reached through time and experience however good self-awareness and professional development planning will aid the process."]
[]
["7","To reach more experienced phases, networking with local, national and international colleagues and collaborators is essential. Try to make the most of opportunities at conferences and workshops, gain experience sitting on committees and maintain contacts within and beyond academia to enhance your reputation."]
[]
["8","Draw on experiences outside of work to enhance skills and influence phase status."]
[]
["9","You might feel that you are only bordering on phase one for some domain descriptors. In these cases you can highlight phase one as your target phase."]
[null,"You can be an excellent researcher and still be in the lower phases. Progression to phase 5 will not be applicable to everyone but being aware of the possibilities can aid personal and career development."]
[]
["10","You can be an excellent researcher and still be in the lower phases. Progression to phase 5 will not be applicable to everyone but being aware of the possibilities can aid personal and career development. "]

{"sheet":"Useful resources","index":19,"n_rows":53,"n_cols":3,"rows_kept":53}
[]
[]
[]
[null,null,"                      Useful resources"]
[]
[]
[]
[]
[]
[null,"The Researcher Development Framework:"]
[null,null,"RDF homepage (www.vitae.ac.uk/rdf)"]
[null,null,"RDF FAQs (www.vitae.ac.uk/policy-practice/234511/FAQs.html)"]
[null,null,"Researcher Development Statement (www.vitae.ac.uk/rds)"]
[]
[null,"PDP and CPD:"]
[null,null,"Personal development planning (www.palgrave.com/skills4study/pdp)"]
[null,null,"Getting started with personal development planning (www.recordingachievement.org/higher-education/articles/item/higher-education-articles/getting-started-with-personal-development-planning-.html) "]
[null,null,"What is CPD? (www.cipd.co.uk/cpd/aboutcpd/whatiscpd.htm) "]
[null,null,"Continuing professional development (en.wikipedia.org/wiki/Continuing_professional_development) "]
[]
[null,"Learning and planning:"]
[null,null,"BBC learning styles questionnaire (www.bbc.co.uk/keyskills/extra/module1/1.shtml) "]
[null,null,"Keeping a learning log (www.bbc.co.uk/keyskills/extra/module5/1.shtml) "]
[null,null,"Kolb’s learning styles (www.businessballs.com/kolblearningstyles.htm) "]
[null,null,"SMART(ER) objectives (en.wikipedia.org/wiki/SMART_criteria) "]
[null,null,"SWOT analysis (www.quintcareers.com/SWOT_Analysis.html) "]
[null,null,"Your personal action plan (www.open.ac.uk/recession/action-plan.shtml) "]
[]
[null,"Careers:"]
[null,null,"Careers articles and advice including: working in higher education, career opportunities outside higher education and research vs. non-research careers (www.vitae.ac.uk/careers) "]
[null,null,"What do researchers do? (www.vitae.ac.uk/wdrd)"]
[null,null,"Career stories portal (www.vitae.ac.uk/careerstories)"]
[]
[null,"Blogs and community for researchers:"]
[null,null,"Vitae Research Staff blog (www.vitae.ac.uk/rsblog)"]
[null,null,"Vitae public engagement blog (www.vitae.ac.uk/publicengagement)"]
[null,null,"Just Higher-ed! (www.jobs.ac.uk/blogs/just-higher-ed) "]
[null,null,"Manchester Postgraduate Careers Blog (manchesterpgcareers.wordpress.com)"]
[null,null,"RIN Team Blog (www.rin.ac.uk/team-blog)"]
[null,null,"Mortarboard Blog (www.guardian.co.uk/education/mortarboard)"]
[null,null,"PhD Blog (www.prospects.ac.uk/p/articles/phd_blog_30.jsp) "]
[null,null,"Careers blog for PhD researchers (www.careers.salford.ac.uk/students/phd/blog)"]
[null,null,"HECSU Blog (hecsu.blogspot.com)"]
[null,null,"UKRC Get SET Women blog (www.theukrc.org/blogs/getset-women) "]
[null,null,"Real Life of a PhD Student (www.jobs.ac.uk/blogs/real-life)"]
[null,null,"Science Careers Blog (http://blogs.sciencemag.org/sciencecareers) "]
[null,null,"Linked In (www.linkedin.com)"]
[null,null," Academia.edu (www.academia.edu) "]
[null,null,"ResearchGATE (https://www.researchgate.net)"]
[null,null,"Communities of Science (www.cos.com)"]
[]
[null,"Regional support:"]
[null,null,"To get in touch with staff supporting researcher development in your institution and/or region, contact the relevant regional Vitae Hub Manager (www.vitae.ac.uk/hubs). "]