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Consultation on Proposed Centres for Research Training (CRT)
The purpose of this consultation is to seek your views on a new programme of Centres for Research Training (CRT) which it is proposed Science Foundation Ireland will launch in 2018.
The background to this initiative is set out in this consultation paper with an opportunity to provide your views on key questions such as the priority sectors/disciplines where additional PhD and Research Masters graduates are needed, the type of skills/training most needed by employers, the balance between PhD and Research Masters and lessons from experience nationally and internationally in operating programmes such as the one proposed.
The document provides space for your responses to the questions set out.
Your Name: Oisín Hassan, Vice President for Academic Affairs
Organisation: Union of Students in Ireland (USI)
Telephone Number: 01 905 2094 or 086 816 5498
E-mail: [email protected]
Please indicate if this submission is made in personal capacity or on behalf of your institution, organisation or group.
Name of institution, organisation or group covered by this submission:
Union of Students in Ireland, representing 374,000 students on the island of Ireland.
Respondents are requested to make their submissions by e-mail to [email protected]
The closing date for submissions is Tuesday 17 April 2018.
For telephone queries please contact Michael Clifford at +353 1 631 2195.
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BackgroundInnovation 20201 is Ireland’s five-year strategy on research and development, science and technology. This strategy sets out the roadmap for continuing progress towards the goal of making Ireland a Global Innovation Leader, driving a strong sustainable economy and a better society, underpinned by excellent research in strategically important areas for the economy and society. Alongside support for continued investment in excellent research, Innovation 2020 outlines a commitment to the development of a talented and skilled workforce and researcher base that can respond to emerging industrial and societal needs.
VISIONIreland – a Global Innovation Leader driving a strong sustainable economy and
a better society underpinned by: Excellent research in strategically important areas that has relevance
and impact for the economy and society A strong innovative and internationally competitive enterprise base,
growing employment, sales and exports A renowned pool of talent both in Ireland’s public research system and
in industry that maximises exchange of talent and knowledge A coherent joined-up innovation ecosystem, responsive to emerging
opportunities, delivering enhanced impact through the creation and application of knowledge
An internationally competitive research system that acts as a magnet and catalyst for talent and industry
In Innovation 2020 there is a clear commitment to increasing research postgraduate enrolments to address employer needs and there is a recognition for the need to provide career support for postdoctoral and early-career researchers in the form of mentorship, internships and placements facilitated by the mobility of researchers between industry and academia. The strategy also highlights the needs for continued and enhanced focus on the provision of training in areas including innovation and entrepreneurship related skills. Innovation 2020 also sets the goal that internationally-recognised standards must apply to postgraduate research education and training as outlined in the National Framework for Doctoral Education and other related policy statements and reports.2
1 https://dbei.gov.ie/en/Publications/Publication-files/Innovation-2020.pdf2 The National Framework for Doctoral Education (http://hea.ie/assets/uploads/2017/04/national_framework_for_doctoral_education_0.pdf), IUA PhD Graduate Skills Statement (http://www.iua.ie/publication/view/iua-graduate-skills-statement-brochure-2015/) and Quality and Qualifications Ireland’s Quality Assurance Guidelines for Providers of Research Degree Programmes (https://www.qqi.ie/Publications/Publications/Research%20Degree%20Programmes%20QA%20Guidelines.pdf) provide doctoral education standards, expected training outcomes and quality standards for all aspects of Research Degree provision. The above are also consistent with international best practice guidelines.
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The InitiativeAs a key stakeholder in the delivery of this strategy, and as set out in the National Development Plan Project Ireland 20403, Science Foundation Ireland (SFI) has been allocated Government funding for a new research training programme. The SFI Centres for Research Training programme call will launch in 2018, building on research excellence to deliver world-class, postgraduate research and training programmes with a focus on employability, professionalism, and sectoral and international mobility. SFI Centres for Research Training will provide sustainable programmes of research and training for cohorts of research Masters and PhD students commencing in 2019, with new cohorts of students enrolling in subsequent years for a total of up to six student intakes. The cohort-based programme will deliver a world-class, student-focussed postgraduate experience which will contribute to the goal of positioning Ireland as a leader in postgraduate researcher training and education.
To achieve relevant actions set out in Innovation 2020, the primary objectives of SFI Centres for Research Training will be to:
Develop highly trained research talent in strategically important areas Deliver world-class training programmes that adhere to national and international best
practice Provide postgraduates with a professional skillset to adapt to evolving workplaces Engage closely with enterprise in the development and delivery of training programmes Ensure mobility of postgraduates between academia and industry Facilitate international mobility of postgraduates in research and training Promote best practices in postgraduate education, supervision, and governance Provide career development support to postgraduate students Encourage gender balance for both students and supervisors
What is this consultation about?In the design and development of this upcoming opportunity, the Department of Business, Enterprise and Innovation (DBEI) is seeking input from a wide spectrum of stakeholders. More specifically, areas under consideration include the thematic areas of greatest priority, the nature of the skills training needed, the mechanism, mode and delivery of training, the relative demand for research Masters versus PhD graduates, and the emphasis on experiential research or industry placements and the mobility between academia and industry, and internationally. The SFI Centres for Research Training will focus only on research Masters and PhD level qualifications. Although the importance of taught Masters courses is acknowledged in the context of addressing sectoral skills needs, this programme emphasises the complementary skillset acquired through independent research, in addition to that provided by taught elements and training within the programme. Within this consultation, selected national and international reports, as well as strategy and policy documents are referred to. It is acknowledged that this is a non-exhaustive list of those reports relevant to sectoral, skills and training needs, and input is welcomed beyond those cited.
3 http://www.gov.ie/en/project-ireland-2040/
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Who are we consulting?This is an open consultation for all interested parties. Key stakeholders will include representatives from enterprise sector groups, relevant Government Departments and Agencies (including the HEA, DES), representatives from Higher Education Institutes and Research Performing Organisations including Deans of Research and Deans of Graduate studies, the Irish Universities Association (IUA) and the Technological Higher Education Association (THEA).
Information on Consultation Process1. Submissions
Please note that the contributions provided will be published on our website and shared with relevant Government Departments and State organisations.
Respondents are requested to make their submissions by e-mail to [email protected]
The closing date for submissions is Tuesday 17 April 2018.
For telephone queries please phone Michael Clifford at +353 1 631 2195
2. Confidentiality of Submissions: Contributors are requested to note that it is the Department’s policy to treat all submissions received as being in the public domain unless confidentiality is specifically requested. Respondents are, therefore, requested to clearly identify material they consider to be confidential and to place same in a separate annex to their response, labelled “confidential”. Where responses are submitted by email, and those emails include automatically generated notices stating that the content of same should be treated as confidential, contributors should clarify in the body of their emails as to whether their comments are to be treated as confidential.
3. Relevant provisions of Freedom of Information Act 2014Respondents’ attention is drawn to the fact that information provided to the Department may be disclosed in response to a request under the Freedom of Information Act. Therefore, should you consider that any information you provide is commercially sensitive, please identify same, and specify the reason for its sensitivity. The Department will consult with any potentially affected respondent regarding information identified as sensitive before deciding on any Freedom of Information request.
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Key Issues on which Feedback is Requested
Sectoral NeedsA central objective of SFI Centres for Research Training will be to develop highly trained research talent in strategically important areas. Central to this will be the Government’s policy of Research Prioritisation and, in particular, the revised list of Research Priority Areas for the period 2018 to 2023 that has recently been published by Government4. Research priority areas include areas of significant economic opportunity in which Ireland already has research strengths or can realistically develop such strengths.
The 2018 – 2023 Research Priority Themes and Areas are:
Theme: ICT Future Networks and Communications Data Analytics, Management, Security, Privacy, Robotics and Artificial Intelligence (including
Machine Learning) Digital Platforms, Content and Applications, and Augmented Reality and Virtual Reality.
Theme: Health and Wellbeing Connected Health and Independent Living Medical Devices Diagnostics Therapeutics
Theme: Food Food for Health Smart and Sustainable Food Production and Processing
Theme: Energy, Climate Action and Sustainability Decarbonising the Energy System Sustainable Living
Theme: Manufacturing and Materials Advanced and Smart Manufacturing Manufacturing and Novel Materials
Theme: Services and Business Processes Innovation in Services and Business Processes
4 https://dbei.gov.ie/en/Publications/Research-Priority-Areas-2018-to-2023.html
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The Research Priority Areas are underpinned by Platform Science and Technology areas which include the areas of Basic Biomedical Science, Nanotechnology, Advanced Materials, Microelectronics, Photonics and Software Engineering.
In the selection of strategically important areas, consideration should also be given to other national policies and reports. Ireland’s National Enterprise Policy, Enterprise 20255 has identified sectors in which Ireland currently has strengths and potential for growth, such as ICT, life sciences manufacturing, agri-food, internationally traded services, international financial services and engineering/industrial products. The need for science and engineering graduates in these broad areas is also detailed in the National Skills Bulletin 20176. Enterprise 2025 goes on to highlight opportunities in areas of untapped potential such as in creative industries, green technologies, environmental services, marine and maritime, education services, and healthcare services, as well as new opportunities such as agritech, smart agriculture, advanced manufacturing, aquaculture, big data, born globals, composites and advanced materials, e-health, e-tailing, fintech, geosciences, internet of things, sharing economy, smart aging and space. These areas could also be considered in the development of the SFI Centres for Research Training call.
Note regarding responses:
Respondents are encouraged to keep their responses within the box accompanying each question. If you wish to supply any other information, please send additional material by email.
5 https://dbei.gov.ie/en/Publications/Publication-files/Enterprise-2025-Renewed.pdf6 http://www.solas.ie/SolasPdfLibrary/NSB.pdf
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Your comments are requestedConsidering the reports mentioned above, which identify sectors of current and future labour needs, can you comment on the specific needs in these and other sectors of strategic importance?
As USI is not a sectoral actor, we do not have a specific view of sectoral needs or demands, rather as the nationally recognised representatives of students in Ireland, both North and South, we view educational and research opportunities through the lens of access. Funding should be considered primarily on the basis of the needs, expectations, and interests of the student, and the identified sectoral priorities should be flexible and adaptive to the student. As Ireland aims to increase and diversify the number of students in PhD and Research Masters programmes, disciplinary offerings should be broad to ensure the widest possible interest from potential students, and to ensure that the vibrancy of undergraduate provision is reflected at postgraduate level.
The creation of Centres for Research Training provides an important space to develop opportunities for research across disciplines, as well as to increase interdisciplinarity in research and to develop multidisciplinary networks. Therefore, the broadest possible representation of disciplines and programmes should be considered. Non-STEM disciplines must be accessible to students at all levels of study, and with the develop of new CRTs it would send a very positive message about research in Ireland if the Arts and Humanities were equally as visible as STEM.
The National Forum for the Enhancement of Teaching and Learning (NFETL)’s National Professional Development Framework (PDF) for all Staff Who Teach in Higher Education references in ‘Domain 2’ on developing professional identity, the importance of disciplinary identity and its relation to the development of critical reflection skills. The ability of CRTs to offer opportunities to students across disciplines is therefore crucial to the future success of Higher Education in Ireland, in both the training of future academics, but also for developing adaptive skills for industry and other career pathways.
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Your comments are requestedThe proposed SFI Centres for Research Training (CRT) programme will fund research postgraduates at NFQ 9 and NFQ 10 levels: can you comment on the demand specifically for Research Masters versus for PhD graduates in specific sectors?
USI notes the response of Trinity College Dublin Graduate Students’ Union on the value of PhD research and study, and support their assessment around the attractiveness of such qualification and experience to employers. USI would like to add that when considering the dispersal of funding, stipends and studentships must reflect the real financial pressures that have become commonplace in postgraduate research in Ireland. When considering the annual student intake, funding must be based on quality over quantity. Furthermore, to increase mobility and diversity, funding must cover hidden costs and any expectation of international or transnational research should not create any additional burden on the student. Without adequate stipend and reimbursement, issues of research dropout will only pervade any new CRT.
USI runs a Postgraduate Student Network, and in the drafting of this response, views from students who studied, or had studied, in Research Masters programmes were sought. One student, based in an Institute of Technology, reported that in their College research and professional development training was provided to PhD and Research Masters students in an integrated environment, providing a very positive space to work and learn with one another. Another student, who had studied in a Research Institute in the North, reported the real benefit of a Research Masters for developing individualised research culture and self-awareness. She further explained that:
“What was key in this course was the consistent focus within the research institute on the varying types of research and the benefits of each, the increased need for ethical approval in these subject areas due to their nature revolving around conflict zones or through vulnerable groups or minorities, as well as the insight given from researchers from an extremely wide range of research fields.
To me, this helped me understand how anthropological, ethnographic or primary research could be very different when dealing with secluded parts of society in a post-conflict zone compared to dealing with politicians involved in a peace process, for example. Furthermore, I was also taught a great deal on when it is appropriate to rely on confidential qualitative, quantitative, primary or secondary research and how to code responses depending on the resources already available, the methodology chosen and the aims of the research project.”
The Network students that were asked for their views all reported the significant challenges of accessing and remaining in education but agreed that a Research Masters was a great opportunity to consider further research, including a PhD. USI would therefore be keen to ensure that these opportunities are available and emphasised in any new CRT. If the CRTs are to meet the needs of students, academia, and industry, then it is important to ensure shorter terms of study are available, and Research Masters are integral to meeting this need.
Skills and TrainingThe labour market is evolving more quickly than ever, particularly with the advent of disruptive technologies such as Artificial Intelligence, machine learning and the Internet of Things. In response to this evolution, the specific occupations, skills and qualifications that are required also continue to change over time. Interdisciplinary approaches, including between “STEM” and “Non-STEM” subject areas, will be important in building research teams both in the public and private sectors.
The first postgraduates from the SFI Centres for Research Training will enter the workforce in 2021 for those undertaking Masters and in 2023 for those taking PhDs, so the skills they acquire must not only be relevant now but to the working environment they enter in the future. The increasingly interdisciplinary nature of the world of work is also resulting in overlap in the skills required across different sectors and occupations. The importance of cross-sectoral skills has been reported, with demand for ICT skills including big data, data analytics, skills for international trade and engineering skills7. The growing importance of transversal skills is also recognised examples of which include entrepreneurship, interpersonal skills; creative and innovation skills; practical skills; creativity, design and innovation; critical, analytical thinking skills; people skills; and management skills. In recognition of the importance of these different facets of skills needs, the Expert Group on Future Skills Needs (EGFSN) has included in their 2017/18 work programme8 studies into the provision for training in Design skills, skills needed for the Digital Economy, as well as cross-sectoral skills that may be needed for the potential implications of Brexit.
SFI Centres for Research Training aim to provide postgraduates with a professional skillset to adapt to evolving workplaces and to ensure mobility of postgraduates between academia and industry.
The National Framework for Doctoral Education endorses the following skills and attributes, as articulated in the IUA PhD Graduates’ Skills statement, as key educational objectives for all graduates of Irish doctoral programmes:
research skills and awareness; ethics and social understanding; communication skills; personal effectiveness/development; team-working and leadership; career management; entrepreneurship and innovation.
7 For example, IBEC Entrepreneurial Education https://www.ibec.ie/IBEC/DFB.nsf/vPages/Education_and_training~Policy_positions~entrepreneurial-education-20-08-2015/$file/Entrepreneurial%20Education.pdf ; DBEI Policy Framework for Design in Enterprise in Ireland https://dbei.gov.ie/en/Publications/Publication-files/Policy-Framework-Design-in-Enterprise-in-Ireland.pdf8 http://www.skillsireland.ie/Publications/2017/Annual%20Activity%20Statement%202016.pdf
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Your comments are requested
Recognising the importance of training in (i) transversal, (ii) cross-sectoral and (iii) discipline-specific skills, what essential skills in each of these categories should a postgraduate acquire to prepare them for current and future workplaces? Are there other skills and attributes (in addition to those in the National Framework) that need to be reflected in the new SFI programme?
An important area of skills development that should be integrated through all aspects of doctoral training is in relation to work-life balance. In the stated aims of the new CRTs, gender balance among students and supervisors is noted. However, gender balance alone is not sufficient to achieving gender equality in research. Issues of work-life balance are important to address when gender mainstreaming education and research, and ensuring mobility for all students. It is also essential that skills development needs reflect the fact
The National Skills Strategy 20259 identifies the need for training and education providers to focus on forming close relationships with enterprise for the development of relevant skills opportunities. The need for increased collaboration between enterprise and academia has also been identified in the Government’s Action Plan for Jobs. 10
The Higher Education System Performance Framework sets relevant objectives including maintaining Irish leadership in Europe for skills availability by providing a talent pipeline combining knowledge, skills and employability that respond to the needs of enterprise, public service and community sectors. The need for close enterprise partnerships is further emphasised in their objective to become an Innovation Leader in Europe through excellent research, development and innovation that has relevance and delivers economic and societal impact.
It is envisaged that the SFI Centres for Research Training will engage with enterprise from their conception and throughout their lifetime to ensure that training programmes are designed to meet current skills need, are delivered in the most effective way and are adapted to respond to changing economic conditions.
9 https://www.education.ie/en/Schools-Colleges/Services/National-Skills-Strategy/10 https://dbei.gov.ie/en/Publications/Action-Plan-for-Jobs-2018.html
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Your comments are requested
Recognising the importance of training in (i) transversal, (ii) cross-sectoral and (iii) discipline-specific skills, what essential skills in each of these categories should a postgraduate acquire to prepare them for current and future workplaces? Are there other skills and attributes (in addition to those in the National Framework) that need to be reflected in the new SFI programme?
An important area of skills development that should be integrated through all aspects of doctoral training is in relation to work-life balance. In the stated aims of the new CRTs, gender balance among students and supervisors is noted. However, gender balance alone is not sufficient to achieving gender equality in research. Issues of work-life balance are important to address when gender mainstreaming education and research, and ensuring mobility for all students. It is also essential that skills development needs reflect the fact
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Your comments are requested
In which areas of training could a closer collaboration between academia, enterprise or other organisations lead to more impactful training for postgraduates, and what form might this collaboration take (e.g., design, delivery, etc.)? If you have had experience of these types of collaborations, please include examples in your response.
A specific area to examine in collaboration between academia and enterprise is in relation to placement, or work-based learning opportunities undertaken as part of the programme. Enterprise and industry opportunities are important to broaden the experience of the PGR, but in the design of training opportunities it would be a positive step to encourage the development of training that is informed by industry, rather than designed to suit its specific needs. Academia is increasingly focused on flexibility to employability and careers, but all too often placement can become restrictive the nature of the placement context. Breaking down this barrier to create an environment where the development of core skills is more obvious would be an important aspect of future collaboration, and would place an important emphasis on career mobility.
When seeking views for this submission one student working in a full-time professional Masters by practice-based research reported the feeling of isolation from academia and education while working. There may be scope for innovation and best practice development in any new CRTs in the area of industry-based research and placement.
The nature of any placement opportunity that students in a new CRT are undertaking should be closely considered, with worker’s rights included in any training. This creates scope for networking and links to NGOs, Trade Unions, and other organisations that can support professional development.
MobilityThrough a close relationship with enterprise, SFI Centres for Research Training will facilitate the sectoral mobility of research postgraduates with the goal of enhancing employability. As well as the definition, design and delivery of skills training, these relationships provide opportunities for wider experiential learning and networking beyond the student’s core research project, such as through work and research placements11, which are expected to be a feature of the research and training programmes in SFI Centres for Research Training. International mobility will also be encouraged through such placements with international academic and enterprise partners.
11 Under the Higher Education System Performance Framework 2018 to 2020, there is a target that all students would have the opportunity to undertake a work placement or work-based project as part of their programme of study by 2025.
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Your comments are requested
Facilitating mobility between academia and other sectors will improve the employability of researchers. In your opinion, what skills or wider experiential training opportunities would increase the mobility of postgraduates and prepare them for a variety of career paths? Have you had experience of work/research placements, and if so, can you comment on both barriers to and positive outcomes of successful placements?
Please see references to placement in the previous answer.
To improve the experiential training opportunities on offer through placement, it is important to explore the role of supervision and/or mentoring. Effective mentoring can ensure that further training needs can be identified and addressed collaboratively with the student and directed by the student. It can also provide opportunity to develop management and leadership skills, to ensure networking opportunities are identified and fully utilised, and that career planning remains central during times of academic or work pressures.
Placements must not be a prerequisite of accepting a place in any CRT, and when they are offered they must be of a high standard. There are significant pressures on institutions to offer placement opportunities under multiple national Strategies, across undergraduate and postgraduate programmes, and in the creation of a new CRT these pressures must not be mirrored. Any placement opportunities should also not cause detriment to the research and academic workload of the student.
It is important to consider the barriers to mobility, and as mentioned in a previous answer, balancing life commitments is a significant barrier to research. PGR students with disabilities, women, and minorities should be considered closely in the design and delivery of CRT programmes. Placement opportunities and international mobility are often inaccessible to parents or carers, disproportionately affecting women. Further, non-EU student intake should be considered in the development of opportunities to ensure that immigration and visa requirements do not create disadvantage for this cohort.
International mobility must also be specifically highlighted, and as with other international programmes, disparity of practice must be considered, including in working conditions, support services, and in social security.
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Learning from ExperienceSFI Centres for Research Training Programme will represent a significant investment and will be expected to demonstrate strong impacts consistent with the National Framework for Doctoral Education. The impacts will derive from the proposed cohort structure and focussed objectives of the programme to deliver highly trained research postgraduates in strategically important areas of particular interest to enterprise, as described above.
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Your comments are requestedStructured PhD programmes are well established nationally: Please share your experience of coordinating or being involved in one of these programmes, highlighting elements that you consider have worked well, but also any relevant challenges you may have encountered.
The key issues mentioned in previous answers around quality, workload balance, effective mentoring and supervision, and the value of placement opportunities, should all be considered in the development of any Structured PhD. With any Structured PhD the balance between the research project and the developmental modules should be carefully considered in order that the PGR student can efficiently complete a valuable piece of research. Developmental aspects should be directed by the needs of the student and effective feedback mechanisms must be in place. Structured PhDs can create an environment for more sustained efforts on developing the student voice and increase the ability for student representation.
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Your comments are requestedConsidering the objective of this programme to deliver highly trained research postgraduates with a focus on positive student experience, employability and mobility, can you share experience or knowledge of national or international examples that you would consider exemplars of this type of programme?
Graduate Schools in Ireland and the UK are increasingly providing training and networking opportunities as additions to the student experience, rather than as part of the programme of study/research of the individual. Additional supports and initiatives are integral to ensuring the broadest and most positive experience, and any new CRT should consider the significant number of initiatives being run in University Graduate Schools. Creating partnerships between academic departments and staff with more centralised opportunities provides the basis for interdisciplinarity and networking that can enhance and develop new research. Examples include professional accreditations, leadership development, and showcasing of research projects.
However, integral to student success is the requirement for both academic and non-academic supports. An often cited problem in the postgraduate community, especially at research level, is a lack of awareness of available services, and an assumption that services are for undergraduate students. As previously flagged, mental health support is increasingly necessary in the postgraduate community, and this support can only improve resilience and professional development. Furthermore, the provision of research support can ensure that PGR students are not overwhelmed by academic, developmental, work-life, and extra-curricular commitments.
Any other Remarks
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Your comments are requestedPlease provide below any other comments you wish to make on this proposal.
It is important to consider in the development of any new CRT or in the proposed allocation of funding that smaller institutions with smaller cohorts of postgraduate research students should not be isolated or disadvantaged. This proposal provides an important context in which to examine the provision of doctoral and research training in Ireland, and the context of each institution should be considered carefully.
USI reiterates that funding must be allocated sufficiently to ensure that all costs are covered and that students in any CRT have a good quality of work-life balance. We note TCD Graduate Students’ Union’s calculation of €20,000 per annum, adding that this should be a minimum standard, rather than a target.
Student voice efforts across undergraduate study have been ongoing for some time now, but research remains an outlier with low levels of postgraduate engagement. Any new CRT has an opportunity to embed student representation, Students’ Union involvement, and feedback opportunities from day one. These opportunities should be decided on and led by students themselves, but CRT management must be proactive.
The stated aim, previously mentioned, of gender balance is not enough to seriously tackle issues of gender equality and diversity in any new CRT. Women in research has been a long-discussed topic and must be seriously addressed in the development of CRTs to ensure that Ireland sets an international standard. International practice should not simply be “adhered” to, rather it should be built upon, enhanced, and exceeded.
Effective and fair supervision, under-pinned by staff professional development, must be considered as a matter of urgency in the development of CRTs. This is another area of practice that should be viewed through the lens of international leadership, rather than bare minimum standards of support. This should be especially considered when balancing PhD provision with Structured PhDs and Masters by Research.
We also reiterate the need to provide a broad offering of disciplines, that reflects the disciplinary work across Irish HEIs, rather than focusing on STEM-heavy areas. A rebalancing of priorities is required here.
USI would also like to add that we are in support of the submission made by Trinity College Dublin Graduate Students’ Union.
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Your comments are requestedPlease provide below any other comments you wish to make on this proposal.
It is important to consider in the development of any new CRT or in the proposed allocation of funding that smaller institutions with smaller cohorts of postgraduate research students should not be isolated or disadvantaged. This proposal provides an important context in which to examine the provision of doctoral and research training in Ireland, and the context of each institution should be considered carefully.
USI reiterates that funding must be allocated sufficiently to ensure that all costs are covered and that students in any CRT have a good quality of work-life balance. We note TCD Graduate Students’ Union’s calculation of €20,000 per annum, adding that this should be a minimum standard, rather than a target.
Student voice efforts across undergraduate study have been ongoing for some time now, but research remains an outlier with low levels of postgraduate engagement. Any new CRT has an opportunity to embed student representation, Students’ Union involvement, and feedback opportunities from day one. These opportunities should be decided on and led by students themselves, but CRT management must be proactive.
The stated aim, previously mentioned, of gender balance is not enough to seriously tackle issues of gender equality and diversity in any new CRT. Women in research has been a long-discussed topic and must be seriously addressed in the development of CRTs to ensure that Ireland sets an international standard. International practice should not simply be “adhered” to, rather it should be built upon, enhanced, and exceeded.
Effective and fair supervision, under-pinned by staff professional development, must be considered as a matter of urgency in the development of CRTs. This is another area of practice that should be viewed through the lens of international leadership, rather than bare minimum standards of support. This should be especially considered when balancing PhD provision with Structured PhDs and Masters by Research.
We also reiterate the need to provide a broad offering of disciplines, that reflects the disciplinary work across Irish HEIs, rather than focusing on STEM-heavy areas. A rebalancing of priorities is required here.
USI would also like to add that we are in support of the submission made by Trinity College Dublin Graduate Students’ Union.
