Good Practice Framework for Research Training in Australia

Research Training in Australia. In S. Marginson (Ed.), Tertiary Education Policy in Australia., 2013

Research training in Australia is central to building and sustaining the national capacity for innovation. The key policy challenge for research education is to achieve the right balance of resourcing and incentives, where quality outcomes are supported in a sustainable way. The current policy environment around research training in Australia is characterised by a convergence of two high-level policy initiatives: the development of a national strategy for building Australia’s research workforce capacity, and a system-level shift in the way the Federal Government regulates higher education and assures quality. This chapter focuses on the intersection of these two initiatives, and how this informs research training policy and practice in Australia.

Journal of Health Services Research & Policy, 2008

The HSRC was awarded a large core grant specifically for research capacity development and training, with the aim of facilitating future high quality HSR in the UK. This was used to pursue three main areas of activity. First, the provision of small grants to facilitate the development of new work, help create new, multidisciplinary groupings and support junior researchers. Of the various schemes discussed, the research initiation grants (max £6000) and workshop awards (max £3000) appear to have been particularly valuable. Second, appoint cohorts of PhD students to pursue four-year training programmes (rather than the traditional three years), during which they received individualized research training and development opportunities with an emphasis on both multidisciplinary HSR training and generic skills training, as well as pursuing their own research projects. Third, improving research training opportunities by developing networks for research staff at various stages in their care...

Australian Universities Review, 2012

Excellence in Research for Australia (ERA) is designed to provide a comprehensive review of the quality of research undertaken in Australian higher education institutions at regular intervals. The first ERA was conducted in 2010 (Australian Research Council, 2011a), the second will be conducted in 2012 and the third is planned for 2016. ERA was a successor to the Research Quality Framework (RQF) (DEST, 2005); an initiative prompted by political scepticism about the claims/assertions that universities made about the value of and returns on national investment in research. In implementing ERA, Australia follows several other countries, including the United Kingdom

The purpose of this submission is to draw the committee's attention to a research study I conducted at Queensland University of Technology in 2006/7 to describe and benchmark the university's research-only staff human resourcing, including employment, research capabilities, and professional development, and to make strategic recommendations regarding research-only staff recruitment, employment, retention and development.

2012

The CRC Contribution to Research Training Contents Contents ii Overview of the Good Practice Appraisal Tool 3 1 The CRC program and research education 4 2 Measures for quality and scale in research training 5 2.1 Student load, FTE data and enrolment status 5 2.2 Total student enrolments 6 2.3 Doctoral commencements and completions 7 3 Markers for quality and distinctiveness 3.1 Domains of activity and dimensions of good practice 3.2 Infrastructure and resources for research 3.3 Scholarships and stipends 3.4 Supervision and research advisory arrangements 3.5 Skills and professional development 3.6 Collegiality and intellectual climate 3.7 Graduate destinations 4 Strategies for sustainability and opportunities for future development 4.1 Quality assurance and CRC research training program governance 4.2 Developing and sharing information and resources

Faculty of Health Professional Development on the Australian Code for the Responsible Conduct of Research, 2023

A professional development session on the Australian Code for the Responsible Conduct of Research for the Faculty of Health.

Community eye health / International Centre for Eye Health, 2007

Research is defined in the Oxford English Dictionary as "a systematic investigation and study of materials and sources in order to establish facts and reach new conclusions." Research is embedded in the curricula of most postgraduate training programmes; students are expected to complete some form of original work towards a dissertation. This often evokes a range of reactions: "What is the purpose of this exercise? Why do I have to do research when I just want to do a job? Shouldn't research rather be left to experts? I can't do the course; I have no research background!" In this editorial, I aim to show that research is in fact an integral part of learning, and that it teaches the knowledge, skills, and attitudes required for successful eye health work. I also hope to highlight how higher education institutions can support this process. Research projects are often described as providing students with "cognitive, emotional, social and practical experiences" 1 which might otherwise be difficult to teach. In order to enable a student to have the best possible learning outcome, therefore, research projects must be clearly structured and students should be supported by the institution and the curriculum.