Poster Presentations
University of Warwick - Strand 1 September 2023
Abstract:
(1) Background
Numerous voices have expressed concern over the excessive emphasis on a narrow set of achievements that are currently promoted by the standard academic CV in recruitment and funding. Several research bodies have identified Narrative CVs as a way to recognize a broader set of skills and achievements, and UKRI recently adopted the Résumé for Research and Innovation (R4RI) to replace the standard academic CV in funding calls. Yet, there is no empirical evidence to show what effect this switch might have. In this study, we test how the R4RI affects shortlisting decisions and diversity for postdoc recruitment within the University of Cambridge.
(2) Findings
Applicants applying for positions submitted both a traditional and a Narrative CV, along with any other material requested for the position. Panel members (3-5 per recruitment) received a package that included either the traditional or Narrative CV and were asked to rank the applicants based on that material. After the first ranking, all panel members received both CVs and shortlisted the applicants for interview. Data from the first ranking was modelled (Johnson & Kuhn, 2013) along with CV type, and applicant-level and panel-member demographic information. Additional qualitative data from interviews with applicants and panel members were collected.
(3) Discussion and Next Steps
Preliminary findings suggest no dramatic effect of CV type on initial ranking. Adherence to R4RI varied amongst applicants, and applicants raised concerns about the format’s potential disadvantages for certain populations. PIs reported taking up to 50% longer in assessing the Narrative CV and expressed a preference for the traditional format.
These results indicate there are hurdles to the successful adoption of the Narrative CV in recruitment. Our next step is to expand the number of recruitments examined, as well as testing the effect of R4RI on department-level shortlisting for funding competitions.
References
University of Warwick Presentation Strand 2 - September 2023
Abstract:
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Background and Aim
The Researcher Development Concordat (2019) sets the expectation that managers of researchers engage in regular career development discussions. However, evidence indicates that early career researchers do not receive regular feedback on their performance (Gottlieb et al., 2021). As reported in the Wellcome Trust Townhalls report (2020), the research community proposed implementing 360 feedback opportunities to address this challenge. Taking an action research approach, we investigated the effects of providing postdocs with such opportunities.
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Findings
We advertised two 360 training opportunities: one low-cost tool, ‘At My Best’, and one bespoke intervention based on the Future Leaders Fellowships model. We offered postdocs at Cambridge a choice of these tools as part of workshops which also introduced them to other professional development interventions. Despite intensive recruitment efforts, endorsement from senior academics and Cambridge’s large population of postdocs, the workshops were attended by just 14 postdocs.
Engagement came from those who appeared not to ‘need it’. In focus groups immediately following the workshops, participants reported being motivated to attend to support research and the majority claimed to have a good relationship with their PI. While participants expressed a desire for honest feedback, they also felt uncomfortable asking for people’s time, particularly their superiors’, in providing feedback through the 360 process. Ultimately, only seven participants used the tools to solicit feedback.
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Discussion and Next Steps
Our study points towards a profound limitation with supporting the postdoc-PI relationship through training interventions. As the postdoc-PI relationship is a feature of the research culture agenda in the UK, this finding merits further investigation.
Although we understood 360 feedback to be something that researchers had indicated they would find useful, we still did not get good engagement. Our future work will examine the barriers to postdoc engagement with training opportunities.
References
Gottlieb, G., Smith, S., Cole, J., & Clarke, A. (2021). Realising Our Potential: Backing Talent and Strengthening UK Research Culture and Environment. Russell Group. https://realisingourpotential.russellgroup.ac.uk/#group-section-Downloads-fnkDZkcywl
The Concordat to Support the Career Development of Researchers. (2019). https://researcherdevelopmentconcordat.ac.uk/
Wellcome Trust. (2020). What researchers think about the culture they work in. https://wellcome.org/reports/what-researchers-think-about-research-culture
