We investigated how academic staff move from implicit to explicit professional development, identifying the utilisation of internal and external enablers to support changing from a ‘restricted’ to an ‘extended’ research professional (Evans, 2013). Sampling a cross section of academics and research managers in 15 UK (post 1992 and Russell Group) and 11 Applied Universities a small online survey investigated how increased research quality can be achieved by developing the internal enablers first, helping researchers increase confidence and develop expertise and where internal experienced teacher-researchers mentored and encouraged growth of new researchers. Preliminary results indicate that university driven motivation is a positive and significant predictor of the development of a researcher’s development. Our results also indicate that a lack of institutional reputation has a significant effect on the development of a researcher’s confidence. These key findings are presented in one poster, the ‘Research Career Wheel’– identifying the importance of recognising internal and external ‘enablers’ in academic staff transitioning to research outputs, together with the impact of recognition by formal external bodies accelerating and facilitating the development of internal research policies and development cultures. International accreditations (AACSB, EPAS) and rankings highlight the need for inclusive approaches to developing research capacity of Faculty staff. Ultimately, faculty staff that develop into more professional researchers enrich the delivery of their subject matter and the academic curriculum, as well as potentially making novel knowledge contributions to academic fields. The development of scholarly active faculty staff benefits the Higher Education Institutes (HEIs) and various stakeholders, including students, teachers, corporate partners, academics, practitioners and policy makers, and simultaneously strongly underpins the HEIs Research Policy and Strategy.
Important learning outcomes of the session will be: - highlighting a variety of internal and external enablers the Research Career Wheel Workshop offers as a researcher development tool; - understanding the differences between being an ‘extended’ and ‘restricted’ researcher; - ideas how to increase university driven motivation to enhance a researcher's professional journey.
