Transcript CPD 1 Academic Staff Masterclass

CPD 1 Academic Staff Masterclass
Principal Investigator Skills 1 - Successful Research Centres and
Building Sustainable Funding Streams
Professor Kevin Anderson, Tyndall Centre
http://www.staffnet.manchester.ac.uk/employment/trainin
g/personal-development/academic-staff/
web: kevinanderson.info
twitter: @KevinClimate
Kevin Anderson
University of Manchester
Jan 2014
The ups, downs & ups
of running a
research centre
The Tyndall Centre for Climate Change Research
 Established in 2000 with core grant from RCUK
 Undertakes climate change research
 Interdisciplinary research team
 Explicit remit to be policy-focussed
 Four UK university partners (competitive process)
The Tyndall Centre - today
 8 UK partners (soon 9) & 1 in China
 No core grant for 5 years
 Funding from multiple sources (private & public)
 Reputation maintained/enhanced
The Tyndall Centre – Manchester (TCM)
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Leads on energy & climate change
Was about 8 people, now around 30
Based in MACE (initially included MBS)
7 academics, 13 researchers, 8 PhDs, 2 support
Interdisciplinary: physicists, mechanical &
chemical engineers, biologists, psychologists,
social scientists, geographers … amongst others
Why one school for an interdisciplinary centre?
 Problem: despite the rhetoric, UoM does not support
cross faculty working (major problems in moving
monies, trust, covering space charges, etc.)
 Solution: persuade one school to house staff from a
range of backgrounds. This is about developing
personal relationships with senior academics in the
school & demonstrating the income from & impact of
interdisciplinary research
 MACE has proved very supportive of Tyndall for 13yrs
A universal problem of interdisciplinary research
 Problem: there is a strong sense of not being an expert,
of not belonging to a specific discipline
 Solution: requires a lot of team support, valuing each
other, publishing strong academic papers, developing
resilient, innovative & confident researchers
Why has TCM succeeded whilst others have failed?
Physical location
• cave & commons
permits solitude & communal working/socialising (Tea!)
• shared (reasonable quality) offices
brings disciplines together (learn each others language/jargon)
Why has TCM succeeded whilst others have failed?
Non-hierarchical
• it is a valued team
actively oppose deference, no pulling rank
PhDs are researchers not students
• Argument & critical scrutiny are encouraged by all of all
this is challenging to instil – having invested often months/years in
an idea academics are typically sensitive to critical comment
Role & structure
• Fortnightly team meeting attended by all
• Every second meeting we have round robin of what we’re up to
• Strategy group (representatives + other volunteers)
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Meet every 4-6 weeks, oversee contracts, research proposals space, etc
• Director model
• Director, 2 co-directors, (operation & research)
PhDs as researchers not students
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PhDs are integral part of the team
Co-located with researchers
Financial assistance given for extending 3yr PhDs
Good quality equipment, computers, laptops
As part of the team they contribute as do all researchers
Support staff
 Pivotal to a successful groups
 Research councils have no problem in funding them
» relatively cheap as no FEC!
 Recognise their value & treat them accordingly
» They’re not lackeys!
» Look for promotion opportunities, courses, etc.
» Don’t just stick to the job description – encourage them do the
things they are keen to pursue (where helpful to the Centre)
Consultancy
 Consultancy undertaken from director to PhDs
 After UoM cut, no monies taken personally by ‘senior’ staff
 Surplus used to fund:
1. PhD extensions
2. PhD travel
3. additional cost of trains (& hotels) over planes
4. Awayday event/s
5. good office equipment etc
6. small income for interns (so not free labour)
7. seminar series
External & Internal Seminars
 Run (& fund) a vibrant seminar series
 Have an internal seminar/discussions (GF4PT) to:
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Understand each others research, language, jargon
Provide critical but friendly format for less experienced researchers
Foster team engagement/spirit
To test fledgling ideas, bid proposals, viva presentations etc
Fair attribution of effort & credit
Researchers (inc. PhDs) contribute to:
 Teaching, marking coursework, etc
» They are always named on official forms etc.
 Research papers, reports, evidence, etc.
» Authors reflect effort. Senior staff aren’t automatically included
 Service/admin
» Where possible, researchers (inc. PhDs) are on boards, committees, etc.
Delivering high impact
Tyndall has always had strong engagement with non-academic
audiences/stakeholders.
All researchers are expected to contribute, depending on
knowledge, ability to present clearly, confidence to respond to
often hostile questioning etc.:
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Industrial conferences
House of Commons, EU Parliament
Select Committee hearings
Public talks
Media (TV, radio & print)
Delivering high impact
 Papers to be followed by 1-page lay summary
 Employed journalist to write research theme documents
 Respond to issues raised by others (e.g. proposed
legislation, targets, new technologies, etc.)
 Secured funding for a Knowledge Exchange fellow
(now self funded)
Other activity that fosters a vibrant team
 Annual TCM 3 day awayday (not always easy to organise)
 Annual Tyndall Assembly (2 days for all Tyndall partners)
 Website – challenging without dedicated support
Good visibility for the group, enables researchers to
highlight their work, summarise impact/outreach
 Training encouraged & funded (from media to support staff courses)
 Writing club, reading group, debates, etc.
 Organise “green impact” for the building
Principal issues
 Build a strong team ethos around the purpose of the Centre
 Collegiate rather than competitive with colleagues
 Non- hierarchical and actively supportive
 Clear roles – playing to peoples strengths/interests
 Open & transparent decision making
 Always critical but constructive over research, ideas etc.
 Pool resources (don’t take them home)
 Value good support staff – they’re the glue that holds the Centre
together
 Contribute to the School, Faculty & UoM (spread the load!)
 Have fun, socialise, lots of T, cake, Christmas/Birthday parties etc.
Questions and ideas to share
http://www.staffnet.manchester.ac.uk/employment/training/p
ersonal-development/academic-staff/