A1  Knowledge base

1. Subject knowledge

Has, at least, core knowledge and basic understanding of key concepts, issues and history of thought.

Knows of recent advances within own research area and in related areas. (A3)* 

Is working towards making an original contribution to knowledge.

Is developing awareness of international and non-academic dimensions of knowledge creation.

Develops detailed and thorough knowledge/understanding of own and related subject areas – and becomes familiar with associated areas in other disciplines/research areas.

Situates knowledge in international context.

Stimulates new knowledge; may make outstanding breakthroughs. Considers multiple perspectives.

Has deep and holistic understanding of strategic direction and intellectual developments of discipline/research area and its inter-relatedness with other disciplines/research areas. Uses this knowledge to enrich own discipline/research area.

Contributes to the integrity and future health of the discipline/research area. Exercises international influence.

2. Research methods – theoretical knowledge

Understands relevant research methodologies and techniques and their appropriate application within own research area. (A4)*

Justifies the principles and experimental techniques used in own research. (B6)*

Appreciates the value of a range of standards and methods/techniques for information/data collection and analysis; assesses and demonstrates usefulness and validity of information/data in the context of a specific problem/question.

Combines and justifies methods/techniques in a flexible and rigorous manner designed specifically for the research investigation.

Recognises the value of alternative research paradigms and is able to work in and support others working in an inter-disciplinary way.

3. Research methods – practical application

Skilfully uses a range of research methods linked to study area; documents own activity.

Shows growing competence in own subject area and is developing awareness of alternative methods/techniques.

Demonstrates further development of methods/techniques; confidently applies these in research.

Designs and implements research using methods and tools appropriate to the task. Documents research processes.

Educates and guides others in the appropriate selection and use of research design, information/data collection, and information/data management analysis, and methods/techniques.

Creates new models and hypotheses, research designs, data collection and analysis techniques.

Sets expectations for application of methods locally, regionally and internationally.

4. Information seeking

Acquires and develops search and discovery skills and techniques.

Identifies and accesses appropriate bibliographical resources, archives and other sources of relevant information (C3)* including web based resources, primary sources and repositories.

Makes best use of a range of current tools and techniques.

Assesses the reliability, reputation and relevance of sources.

Seeks feedback from relevant groups to access other insights.

Conducts advanced and complex searches, using a range of sophisticated information software, resources and techniques; recognises their advantages and limitations.

Recognises the importance of bibliometrics and citations.

Shows highly developed awareness of most appropriate sources for research.

Uses a range of specialist print and on-line resources, as appropriate.

Manages bibliometrics and citations to best advantage and with a high level of proficiency.

Educates others in information/data seeking, accessing, evaluating and verifying techniques.

5. Information literacy and management

Designs and executes systems for the acquisition and collation of information using information technology (e.g. word processing, spreadsheets, simulation systems, databases) appropriately. (C2, C4)*

Develops awareness of information/data security and longevity issues.

Knows where to obtain expert advice – i.e. information/data managers, archivists and librarians.

Develops a sustained awareness of the creation, organisation, validation, sharing, storing and curation of information/data and associated risks.

Understands legal, ethical and security requirements involved in information/data management, especially over time.

Has knowledge of purpose of metadata.

Advises and educates peers, less experienced researchers, students and staff in discipline/research area-specific information/data management techniques, data security, legal and ethical requirements.

Develops new techniques for information management.

Keeps abreast of and anticipates trends in the design and use of information/data collection, analysis and preservation.

6. Languages

Has excellent knowledge of language(s) (including technical) appropriate for research.

Learns additional language(s) (including technical) appropriate for research and career development.

Becomes fluent/expert in additional relevant language(s). 

7. Academic literacy and numeracy

Prepares grammatically and syntactically correct text for written or oral presentation.

Writes clearly and in a style appropriate to purpose (E1)* and context for specialist and non-specialist audiences.

Is mathematically competent to undertake research in own discipline/research area; understands and applies any statistics that may be used in the discipline/research area; analyses data and uses appropriate computer packages.

Is IT literate and digitally competent, uses virtual networks for research.

Improves own style of texts for written or oral presentation.

Develops further necessary IT and digital skills.

Understands any analytical or statistical procedures in related disciplines/research areas and continues to develop mathematical ability.

Produces, when required, text for written and oral presentation in elegant and polished form.

Presents complex ideas with clarity.

Keeps up to date with the use of the latest IT and mathematical tools, techniques and procedures for the discipline/research area.

Educates, advises and guides others in academic literacy and numeracy skills, as appropriate.

 A2 Cognitive abilities

1. Analysing

Critically analyses and evaluates own findings and those of others. (A5)*

Validates datasets of others.

Has skilled and sharp analytical abilities, with knowledge of a range of methods.

Develops the analytical understanding of less experienced researchers and staff.

Has outstanding analytical abilities.

2. Synthesising

Sees connections between sections of own information/data and previous studies. Benefits from guidance with synthesising information/data and ideas.

Critically synthesises new and complex information from diverse sources**.

Has broad vision, recognises patterns and connections beyond own discipline/research area.

Makes imaginative leaps of understanding across disciplines/research areas/agendas and beyond academia.

3. Critical thinking

Able to understand argument (oral and textual) and articulate own assumptions; developing independent and critical thinking.

Has the ability to recognise and validate problems. (A1)*

Recognises multiple ways of knowing.

Recognises significant and important arguments and assumptions.

Is capable of original, independent and critical thinking, and has the ability to develop theoretical concepts. (A2)*

Makes sound and realistic judgements.

Confidently applies critical thinking skills.

Stimulates critical thinking in less experienced researchers and peers.

Is acknowledged as creative critical thinker nationally and internationally.

Stimulates critical thinking at discipline/research area and policy levels.

4. Evaluating

Summarises, documents, reports and reflects on progress. (A6)*

Evaluates the impact and outcomes of own research activities.

Assesses the quality, integrity and authenticity of primary and secondary research information/data.

Receives and gives constructive criticism.

Evaluates progress, impact and outcomes of peer researchers’ activities.

Advises and guides less experienced researchers on the quality, integrity, authenticity and validity of primary and secondary research information/data.

Is able to provide and accept fair criticism at appropriate times.

Monitors and evaluates progress, impact and outcomes of a range of other researchers’ activities.

Manages difficult criticism positively.

Creates evaluation processes and evaluates progress, impact and outcomes for national/international organisations and/or projects.

5. Problem solving

Isolates basic themes of own research; formulates basic research questions and hypotheses.

Formulates and applies solutions to a range of research problems and effectively analyses and interprets research results**.

Identifies new trends, complex questions and broader problems; designs substantial projects.

Challenges hypotheses and refines them in the light of results.

Leads a research agenda by making major contributions to understanding.

Asks the pertinent questions and designs projects that challenge traditional thinking and take research themes forward.

A3 Creativity

1. Inquiring mind

Demonstrates a willingness and ability to learn and acquire knowledge. (D1)*

Develops a style of questioning and questioning technique.

Demonstrates flexibility and open-mindedness. (D3)*

Identifies useful questions, asks challenging questions; always curious.

Sees beyond immediate questions to unexplored areas.

Confidently enquires, challenges and questions.

Anticipates cutting edge questions. Encourages challenge and inspires curiosity.

2. Intellectual insight

Absorbs and appropriates ideas; is intellectually sharp.

Creates ideas and opportunities by investigating/seeking information.

Recognises new trends quickly; is insightful; goes beyond the obvious.

Develops own conceptual approach/understanding of intellectual position.

Shows initiative, and works independently. (D7)*

Identifies where discipline/research area is going and to some extent influences the intellectual agenda.

 Independently and confidently shares own lateral thinking.

Makes connections between previously unrelated issues.

Influences and stimulates the intellectual agenda for the discipline/research area.

Provides outstanding breakthrough thinking for the discipline/research area and has strategic input to other disciplines/research areas.

3. Innovation

Understands the role of innovation and creativity in research. (D2)*

May engage in inter-disciplinary research.

Exercises critical judgement and thinking to create new and/or imaginative ways of understanding**.

Develops new ways of working on a topic and has unusual ideas.

Identifies which ideas are likely to be successful.

Realises the potential of ideas. Drives and delivers innovative research projects.

Encourages, inspires and works with others; actively seeks collaborations for inter-disciplinary research.

A visionary; challenges traditional viewpoints.

4. Argument construction

Constructively defends research outcomes. (E3)*

Provides evidence in support of ideas.

Structures oral and written arguments concisely and intelligibly.

Rigorous in argument construction and production of evidence.

Produces convincing arguments to defend research theses.

Produces finely honed argument rapidly.

Educates, advises and guides others in argument construction.

5. Intellectual risk

Tests the boundaries, is willing to expose ideas to critical audience and to critically appraise other research.

Challenges the status quo in thinking within own discipline/research area.

Challenges the status quo within the discipline/research area.

Pioneering; is willing and able to take intellectual risks appropriately in the pursuit of knowledge.

B1 Personal qualities

1. Enthusiasm

Maintains enthusiasm and motivation for own research.

Recognises the need for passion and pride in own work.

Is highly motivated even when work is mundane.

Is passionate about research: enthuses immediate others; inspires enthusiasm in the discipline/research area.

Inspires communities of international researchers.

2. Perseverance

Demonstrates self-discipline, motivation and thoroughness. (D5)*

Perseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support.

Deals effectively with the dull, routine, aspects of research.

Perseveres through difficulties while supporting others.

Is resilient.

Perseveres steadfastly and leads the way for others.

Gives sustained performance: single-minded and stimulated by obstacles and challenges.

3. Integrity

Demonstrates appreciation of standards of good research practice in the institution and/or discipline/research area. (B3)*

Seeks guidance as necessary.

Acts with professional integrity and humility at all times and is honest in all aspects of research; takes especial care in information/data handling and dissemination and engagement with others.

Acts as exemplar to and advises peers and less experienced members of staff; respecting their views and engaging effectively in discussion.

Sets expectations and standard of conduct.

Advises all staff and contributes to institutional and disciplinary policy/practice.

Shapes policy and procedures of good practice in research in the HE sector, professional associations and bodies.

4. Self-confidence

Aware of some personal abilities and willing to demonstrate them.

Recognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support as appropriate. (D6)*

Aware of own range of skills and enjoys demonstrating them.

Able to defend ideas in face of reasonable challenge both from colleagues and others.

Self-reliant; (D7)* capable of directing others.

Is confident of own skills and ideas in the face of strong challenge – seeks challenges.

Builds a range and variety of support structures.

Contributes to others’ support; recognises need for collegiality.

Comfortable that own ideas are likely to be radical/unusual; has self-confidence to initiate challenge.

Maintains a range and variety of support structures.

Develops confidence in others.

Seeks out sophisticated challenges to any new/unusual/radical ideas.

Exploits focussed and targeted support mechanisms.

Inspires confident behaviour in others.

5. Self-reflection

Makes time to reflect on practice and experience.

Develops strengths and improves on weak areas.

Seeks personal feedback.

Learns from mistakes.

Has heightened awareness of own strengths and weaknesses.

Strives for excellence, seeks and takes personal feedback on performance and acts on it.

Continuously seeks ways to improve own performance and that of less experienced researchers and/or team/department/institution.

Encourages self-reflection in others.

Leads by example.

6. Responsibility

Gradually takes complete responsibility for own project and own well-being; develops independence.

Takes responsibility for own and others’ projects (students and less experienced colleagues).

Delegates in a responsible way.

Alert to the needs for well-being of others.

Accepts and takes responsibility for building/leading research team and developing its members.

Engages in the pastoral care of other researchers/the team; encourages well-being.

Has leading responsibility for delivering highly skilled researchers for academic and non-academic professions. Is responsible for leading the discipline/research area nationally and/or internationally.

Engages in pastoral care of colleagues; encourages well-being in academic and non-academic staff.

B2 Self-management

1. Preparation and prioritisation

Prepares and plans project to objectives and with support; able to adapt if necessary.

Takes strategic view of project; prepares, plans and projects forward; deals with the unexpected.

Anticipates future directions and trends in research, prepares for the unexpected.

Recognises good ideas.

Sees the gaps and opportunities in project plans and evaluates the changes needed.

Plans, balances, responds rapidly and effectively; accepts imperfections.

Influences environment; has long-term strategic vision. 

Gives evidence for the need for change.

Prioritises and switches focus between multiple projects/tasks.

2. Commitment to research

Determines to complete first project.

Commits to own project and establishes research credentials.

Demonstrates a drive to engage further in research; has a sense of purpose and is dedicated.

Focuses on own research area; evaluates and manages potential distractions.

Has a purposeful and determined focus on developing excellence in research, taking it from the ordinary to the extraordinary.

Determines to leave a legacy of inspirational research.

3. Time management

Manages own time effectively to complete research project; adheres to clear plan.

Is establishing own time management systems. Delivers each project on time; quick and efficient; responds flexibly.

Has established own time management skills, advises others and acts as role model.

Manages multiple or complex projects to time; balances constraints.

4. Responsiveness to change

Adapts approach when required to; seeks guidance and carefully considers risk.

Adapts to changes; balances risk and opportunity. Knows when to seek advice and reassurance.

Engages with change; expects change and is prepared for it, manages risk accordingly. Advises and reassures less experienced researchers.

Embraces change, finds it stimulating; anticipates risk. Responds decisively; coaches and reassures others.

Promotes change and is willing to take personal risk.

5. Work-life balance

Is developing an awareness of work-life balance issues.

Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being.

Alert to needs of others.

Maintains an acceptable work-life balance and manages pressure.

Notices and helps manage the pressure on colleagues and less experienced researchers.

Actively maintains attention to work-life balance issues. Promotes an effective work-life balance for self and team. Sensitive to signs of pressure on and stress in colleagues, students and staff; provides support, advice and management where necessary.

Influences departmental, institutional or disciplinary policies on work-life balance and well-being.

B3 Professional and career development

1. Career management

Takes ownership for and manages own career progression, sets realistic and achievable career goals, identifies and develops ways to improve employability. (G2)*

Presents own skills, personal attributes and experiences through effective CVs, applications and interviews. (G4)*

Begins to establish a career network.

Forms credible career plans**; critically reflects on experiences and pursues a cycle of self-improvement**. Seeks advice, guidance or coaching from appropriate professionals

Initiates and sustains networks and relationships that may encourage opportunities for employment**. 

Is in process of establishing career trajectory; uses networks and coaching opportunities to manage own career.

Actively develops less experienced researchers and local staff. Coaches others for specific academic activities. 

Is an established researcher.  Maintains career momentum. Extends and manages career networks.

Acts as role model; creates opportunities for others and nurtures researchers’ careers.

Uses networks to enhance the employability of others.

Is an exceptional career model: an exemplar and inspiration to others.

Engages in succession planning.

2. Continuing professional development

Appreciates the need for and shows commitment to continuing professional development. (G1)*

Recognises transferability of own experience and articulates this to potential employers or line managers.

Develops and maintains own records of achievement and experience.

Demonstrates self-awareness and the ability to identify own development needs. (D4)*

Becomes familiar with employers’ requirements and develops skills accordingly.

Actively seeks opportunities to enhance skills and take responsibility, formally or informally within a research environment.

Maintains a portfolio of achievement and experience. 

Has realistic view of own potential in academic or non-academic job market and has adapted career development plans appropriately.

Supports and encourages the continuing professional development of others. Helps others make informed decisions in the light of employers’ requirements.

Reflects on skills and creates opportunities to develop further. Demonstrates, with evidence, initiative and competence in a wide range of contexts.

Acts as continuing professional development role model for others.

Is influential in setting standards and devising criteria to define the skills required of professional researchers.

Contributes to the culture of continuing development within own institution and discipline/research area.

Actively acquires information and feedback on matters affecting the direction of discipline/research area/department/institution; advises colleagues and less experienced researchers accordingly.

3. Responsiveness to opportunities

Demonstrates an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia. (G3)*

Seeks to gain a broader range of experience.

Understands and takes advantage of a broad range of employment and professional development opportunities across, within and outside academia.

Takes appropriate opportunities to enhance employability and may gain international experience; has realistic and mature approach to job search including positions outside academia.

Recognises, creates and confidently acts on opportunities with the potential to develop own career within or outside academia.

Understands the complexity of the academic job market; able to advise others and give sensitive yet realistic advice.

Actively creates and champions opportunities for others within and outside academia. Is responsive to collaborative opportunities across disciplines/research areas and with non-academic organisations.

4. Networking

Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community. (F1)*

Uses personal and/or on-line networks effectively for feedback, advice, critical appraisal of work and for responding to opportunities.

Engages with learned societies and public bodies.

Shares external networks to open doors for less experienced researchers/students.

Builds professional rapport. Becomes respected member of learned society(ies).

Leads networks.

Has national, international and policy making network connections with academic and non-academic bodies and organisations, and in public and private research and development areas.

Has influential connections with significant bodies and organisations; has high impact on society through academic and non-academic bodies and organisations,

5. Reputation and esteem

Speaks with authority on own topic.

Begins to be known as a good researcher.

Holds own in debates about own research areas.

Is establishing a reputation in the discipline topic/research area and locally.

Has an established and growing reputation in own and, possibly, other disciplines/research areas; increasing research esteem.

Conducts peer review internally and acts as reviewer for projects and journals.

Supports the development of the reputations of less experienced researchers.

Is a leading, well-known national authority and invited speaker on own focal topic and related areas and in some international arenas.

Acts as reviewer for external chairs.

Actively promotes the reputation and esteem of department/team, colleagues, peers and less experienced researchers.

Is globally renowned; becomes international authority and key note speaker on own focal topic and related areas.

Actively champions the reputation of the discipline/research area and own institution.

C1 Professional conduct

1. Health and safety

Understands relevant health and safety issues and demonstrates responsible working practices. (B4)*

Takes responsibility for own work space. Aware of impact on others and wider environment.

Recognises the significance and relevance of health and safety regulation and guidance. Sets example, can educate and advise peers and less experienced researchers/students.

Takes responsibility for immediate work environment and people in it.

Sets expectations, educates, trains and guides peers and less experienced researchers in health and safety. 

Manages and takes responsibility for health and safety within department.

Determines departmental/local expectations on health and safety matters. Educates, trains, guides and disciplines students and staff.

Determines institutional policy and/or contributes ideas to national policy.

Shapes policy and procedures of own institution, national or international professional associations/bodies.

2. Ethics, principles and sustainability

Shows knowledge and understanding of ethical requirements and codes of conduct appropriate for discipline/research area, research council and professional association/body.

Takes responsibility for ethics in own project.

Demonstrates awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research. (B2)*

Is mindful of the environment and own impact on it. Understands how to behave and work in a sustainable way.

Understands the concept of corporate social responsibility; seeks guidance as necessary.

Understands and applies the relevant guidelines for the ethical conduct of research involving people, human tissue and animals** and considers the impact of own research on people and animals.

Makes own ethical judgements about work and advises less experienced researchers and students. Challenges potential or actual unethical behaviour of others.

Acts and works in a responsible way to create a sustainable environment.

Sets expectations and ensures ethical principles are adhered to within own research environment. Educates and advises peers and less experienced members of staff.

Acts as exemplar, advises peers and staff on environmental issues; promotes sustainable attitude to research among less experienced researchers.

Determines appropriate ethical conduct for discipline/research area; advises policy makers.

Drives local environmental policy and promotes sustainable approach to research among colleagues/department.

Shapes policy and procedures of the HE sector and professional associations/bodies.

Promotes public understanding of the ethical issues raised by research.

3. Legal requirements

Has basic understanding of legal requirements surrounding research

(e.g. Data Protection Act, Freedom of Information Act, Disability Discrimination Act and equality legislation).

Understands the legal obligations of the profession and can advise peers and less experienced researchers, especially on ownership of data and the requirements of the Data Protection Act. (B2)*

Assumes, for the local research context, responsibility for working within the legal framework; sets expectations, advises peers and less experienced members of staff.

Advises all staff and contributes to institutional policy.

Ensures that students and staff have equality of opportunity and are treated fairly.

Shapes policy and procedures of the HE sector and professional associations/bodies.

4. IPR and copyright

Has basic understanding of data ownership rules as they apply to own research.

Deeper and consistent understanding of copyright, (B2)* IPR, licensing; can advise peers and less experienced researchers.

Manages the deposit of research outputs, open and wider access, and the ‘creative commons’.

Sets local expectations among staff/team/department. Engages in the commercialisation of intellectual property. Advises all staff and contributes to institutional policy.

Shapes policy and procedures of the HE sector and professional associations/ bodies.

5. Respect and confidentiality

Within own research respects the right of participants to confidentiality and anonymity.

Respects colleagues.

Advises peers and less experienced researchers about respect, confidentiality (B2)* and anonymity.

Encourages others to respect colleagues; challenges those who do not respect others.

Sets expectations, advises peers and less experienced members of staff.

Directs local policy, advises all staff and contributes to institutional policy.

Shapes policy and procedures of the HE sector and professional associations/bodies.

6. Attribution and co-authorship

Understands concept of attribution (B2)* and applies it consistently and fairly to appropriately recognise contributions and co-authorships. Seeks advice on local codes of conduct.

Advises peers and less experienced researchers on bibliometrics and citation practice.

Sets expectations, advises peers and less experienced members of staff.

Directs local policy, advises all staff and contributes to institutional policy.

Shapes policy and procedures of the HE sector and professional associations/bodies.

7. Appropriate practice

Understands and adheres to the rules and regulations concerning academic malpractice (B2)* in the institution in which based and of professional body and funder, if appropriate.

Deeper understanding of and adherence to rules for appropriate practice; can advise peers and less experienced researchers. Challenges malpractice.

Sets expectations, advises peers and less experienced members of staff.

Directs local policy, advises all staff and contributes to institutional policy.

Is involved in decisions regarding malpractice.

Shapes policy and procedures of the HE sector and professional associations/bodies.

C2 Research management

1. Research strategy

Understands how own research aligns with the research strategy of the institution and strategic focus of the discipline/research area.

Develops understanding of broader context of research.

Ensures research contributes to the discipline/research area and own institution and also to wider aims of stakeholders, the public and the business sector.

Shapes and influences broader research agenda.

2. Project planning and delivery

Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities. (C1)*

Acts on decisions agreed with supervisor/line manager and delivers results.

Independently defines a manageable research project.

Understands project management cycles and is able to draw on a number of project management techniques and tools.

Allows for wider public access to and long-term preservation of research information/findings.

Does not let problems drift; manages conflict.

Defines large research projects, draws up long-term plans for research.

Uses range of project management strategies.

Clarifies priorities; sets expectations, keeps people on track.

Manages multiple research projects and both the research agenda and bureaucracy for various projects.

Able to take unpopular but appropriate decisions.

3. Risk management

Makes basic risk assessment and is able to manage risks in own project with support.

Aware of risks in virtual environments and when using interactive communication technologies.

Assesses risks in own research environment, takes responsibility for others in that environment.

Aware of risks to research information over time.

Conducts thorough risk analysis for self, team and others; quick to identify risks and manage them in a confident manner. Sets and manages expectations for project.

Accepts responsibility for risk management; educates and advises others. Determines and directs procedures/expectations for own institution.

Shapes policy on risk management for the HE sector and professional associations/bodies.

C3 Finance, funding and resources

1. Income and funding generation

Understands the processes for funding and evaluation of research. (B5)*

Writes individual research proposal.

Has broad awareness and knowledge of key relevant funding sources and grant application procedures**.  Recognises and appreciates the significance of income and funding generation for own institution.

Applies for small grants/fellowships successfully.

Aware of wider economic context. Understands funding complexities and variety of sources for funding. Educates, advises and guides others on income and funding generation.

Applies for increasingly larger grants, seeking alternative sources. Engages in income generation for own institution.

Influences funding policy within the HE sector and professional associations/bodies.

2. Financial management

Understands the basic principles of financial management.

Has commercial awareness.

Appreciates and recognises the significance of financial management systems. Keeps basic accounts and reconciles them.

Manages own grant.

Develops deeper commercial awareness.

Has thorough knowledge of local financial management systems; prioritises between commercial and financial interests. Understands institutional and national financial systems for supporting research.

Manages multiple budgets; educates, advises and guides others.

Helps shape/contributes to funding policy and financial management processes and commercial awareness in institution /department.

3. Infrastructure and resources

Makes best use of available resources.

Knows immediate academic system/work environment.

Makes creative use of available resources; cultivates useful connections.

Aware of local reporting mechanisms and house     styles, and of procurement law and best practice.

Recognises corporate culture and what is acceptable within it; acknowledges the impact of own role within it.

Contributes to the planning and resource management of the department; accepts responsibility for own and others’ actions.

Procures and maintains resources appropriate to range of projects; mindful of economies of scale.

Drives/directs/influences internal use of infrastructure and resources.

Contributes to institutional administration and governance; chairs high level institutional committees.

Makes persuasive arguments for the allocation of resources and appropriate infrastructure.

D1 Working with others

1. Collegiality

Shows consideration to others.

Listens, gives and receives feedback and responds perceptively to others. (F3)*

Is approachable, demonstrates interpersonal sensitivity.

Ensures everyone has a shared understanding.

Gives and receives constructive criticism.

Keeps people informed of wider institutional issues. Proactively develops collegiality.

Engages in peer review with colleagues.

Exemplar for collegial behaviour in department/institution.

Cascades knowledge.

Solicits and attends to 360 degree feedback.

2. Team working

Understands own behaviours and impact on others when working in and contributing to the success of formal and informal teams. (F2)*

Appreciates contributions of other team members including non-academic members. Thanks people for their contribution.

Understands leadership in team environments; recognises the strengths of team members and works effectively to achieve mutual goals**.

Coaches less experienced researchers and students.

Gives credit to people for their contribution.

Builds support and coalitions to attain goals.

Leads, manages and delegates impartially.

Is sensitive to intentions, needs and positions of team members; acts accordingly to achieve success.

Manages expectations and resolves conflict.

Coaches team members; helps team members clarify their roles and responsibilities.

Acknowledges the results of the team.

Actively seeks collaborative partners.

Recruits, trains and builds sustainable team; develops staff and facilitates relationships.

Collaborates internationally.

3. People management

Negotiates activities and deadlines with supervisor/line manager.

Becomes conscious of own management style; improves approach and technique.

Supervises/manages and develops less experienced researchers and students, with sensitivity.

States clear expectations, clarifies goals and negotiates realistic deadlines so that people know what is expected of them.

Sets an example in relation to equality and diversity matters; challenges inappropriate behaviour.

Motivates and encourages others.

Has established an independent personal management style.

Rewards good performance and deals effectively with under-performance.

Explains the rationale behind decisions and the importance of issues.

Ensures appropriate equality and diversity policies and procedures are implemented.

Empowers others.

Communicates vision – has an inspiring sense of purpose; creates nurturing/supportive culture for others.

Contributes to the development of equality and diversity policies.

4. Supervision

Engages in peer support and evaluation, and undergraduate support and assessment.

Provides support and advice to peers and less experienced researchers.

Takes on co-supervision role.

Welcomes feedback on own supervisory skills.

Encourages the development of autonomy in others.

Takes on lead supervisor role. Supports the development of supervision skills in others.

Keeps up to date with supervision policy and procedure.

Actively seeks feedback on own supervisory skills and techniques; provides feedback for less experienced colleagues.

5. Mentoring

Effectively supports the learning of others when involved in teaching, mentoring, demonstrating or other research activities. (E5)*

Recognises the importance of mentorship.

Develops skills as a mentor and uses their own mentorship effectively.

Encourages peers and less experienced researchers to present at conferences, write and publish joint or individual papers.

Acts as a mentor to students.

Acts as mentor to less experienced colleagues.

Helps mentees and other people to see opportunities and take up new challenges.

Identifies potential in others; empowers people.

Sets challenges but builds and develops confidence; manages the over-confident.

Shapes the mentoring strategy of own institution.

Involves people in decision making and leadership roles, promoting their autonomy.

Nurtures talent; develops skilled researchers.

Is a figurehead. Shares networks; opens doors.

6. Influence and leadership

Engages in debate and invites challenge.

Develops awareness of need to gain support.

Recognises implications of own research for real life contexts.

Learns of the value to academia of engaging in dialogue with users to achieve influence and impact.

Influences and leads less experienced researchers and students.

Listens actively and communicates confidently. Presents a convincing case.

Demonstrates link between own research and real world affairs.

Engages with stakeholders and users of research to extend influence and impact of research within and beyond academia.

Develops awareness of different leadership styles.

Takes responsibility for key areas of work within the institution.

Generates an excitement and buzz about ideas.

Recognises and encourages the contributions of others and uses them to best effect.

Offers ideas that encourage people to think differently; states expectations clearly as a role model.

Develops own leadership style. Protects less experienced researchers. Demonstrates initiative and competence in leading (formally or informally) people, resources and services.

Influences and provides leadership in committees and in external relationships.

Highly influential in academic and non-academic spheres. Presents and defends strong or radical ideas.

Convinces through argument rather than position of power.

Has a voice with public resonance.

Is involved in advising a policy making body and academic committees.

Can use range of leadership styles. As a leader, includes and enables others; involves them in decisions. Prepared to defend all staff and department/institution from unwarranted attack.

Has exceptional influence; internationally renowned.

Input sought by policy makers, funding bodies, etc.

7. Collaboration

Has developing awareness of the value of working collaboratively to benefit research and for maximising the potential for impact.

Co-produces knowledge with supervisors/research leaders.

Recognises common/conflicting interests within own and adjacent disciplines/research areas.

Builds collaborative relationships with a range of colleagues within own and adjacent disciplines/research areas and with stakeholders and users of research.

Actively participates in and contributes to collaborations and external relationships.

Builds collaborative relationships across disciplines/research areas to co-produce knowledge.

Works in multi- or cross- disciplinary contexts; thinks comparatively.

Manages and negotiates collaborations and external relationships; contributes to health of discipline/research area.

Builds collaborative relationships with a range of external organisations and bodies; negotiates at national and international level.

Actively builds capacity in collaborations and external relationships nationally and internationally; contributes to health of department/institution.

8. Equality and diversity

Is sensitive to and respectful of individual differences. Develops awareness of diversity and difference within working environment.

Understands equality and diversity requirements of institution.

Appreciates and works with diversity and difference in education/research.

Acts as role model for personal conduct when dealing with diversity and difference; educates, advises and guides less experienced researchers.

Makes positive use of diversity and difference to enrich research projects and outputs.

Sets example locally and internationally.

Helps shape departmental/institutional policy and implementation. 

 D2 Communication and dissemination

1. Communication methods

Constructs coherent arguments and articulates ideas clearly to a range of audiences, formally and informally through a variety of techniques, (E2)* including written and oral formats.

Listens to debate and engages with the audience. Actively engages in knowledge exchange with colleagues, sometimes between disciplines/research areas.

Appreciates key rhetorical and interrogative skills, including how to persuade others of a viewpoint’s merits**, asking the right questions at the right time, demonstrating and communicating credible suggestions to achieve aims**.

Can communicate research to a diverse and non-specialist audience. Recognises the value of ideas from outside academia and incorporates them where appropriate. Actively engages in inter-disciplinary knowledge exchange.

Presents work confidently and fluently.

Eloquently makes the complex accessible.

Demonstrates incisive examination and interview techniques.

Contributes originality of argument construction and widens command of language.

Actively engages in knowledge exchange with the public, business, industry, the professions and other users of research.

Varies approach and presents research to professional peers/expert and non-expert audience in an inspirational way.

Produces finely honed argument rapidly.

Sub-domains and

key descriptors

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

2. Communication media

Develops skills in a range of communication means, e.g. face-to-face interaction using interactive technologies, and/or textual and visual media, where useful/necessary.

Has a web presence as a researcher.

Uses visual aids effectively in presentations.

Is confident in face-to-face interactions. Uses interactive communication technologies for networking, information/data sharing and promoting research presence.

Engages with locally available media.

Uses complex audio-visuals in presentations.

Willingly learns additional skills.

Confidently uses e-resources.

Establishes and leads virtual research environments.

Collaborates and communicates research ‘virtually’.

Uses national/international media and web media.

Continuously seeks self-improvement in terms of media usage. Educates, advises and guides others.

Maintains advanced level of knowledge and skill in interactive communication technologies.

Has international media use and presence.

Is an institutional/disciplinary figurehead with global presence on key issues.

3. Publication

Understands the processes of publication and academic exploitation of research results. (B7)*

Produces some publishable material in print, electronic or other format.

Is developing awareness of the range and diversity of outlets for publications.

Understands how research is evaluated and published in print, electronic or other format. 

Produces publishable material of high standard; may co-author/collaborate with others.

Disseminates in a range of research, professional and public outlets.

Regularly publishes and is involved in editing/may be editor of national publication.

Aims for the most prestigious publication in academic and non-academic outlets.

Actively seeks collaborative and/or interdisciplinary partners; is lead author on co-authored outputs.

Supports and enables less experienced researchers to publish.

Willingly peer reviews publications.

Chooses to actively publish in a variety of outlets, sometimes solicited contributions; is involved in editing/is editor of international journal or other form of dissemination.

Targets right journals/outlets to gain an ‘extensive track record of high quality published research’.

Internationally and publicly renowned for publications.

Serves on influential editorial boards.

Sub-domains and key descriptors

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

D3 Engagement and impact

1. Teaching

Contributes to teaching at undergraduate level.

Assists in the supervision of undergraduate projects.

Participates in research meetings (seminars, workshops, conferences, etc). Has a developing awareness of the ways research influences/interacts with teaching.

Has a developing awareness of own teaching style and techniques. Is involved with the assessment of student knowledge and supervision of projects.

Assists in the development of student research skills.

Willing to co-supervise postgraduate research projects.

Recognises the significance of translating research into other educational outputs, seeks ways for own research to influence teaching.

Organises research meetings (seminars, workshops, conferences, etc).

Improves own approach and develops wider repertoire of teaching styles and techniques.

Contributes to and manages the teaching and learning programmes in the department and to the development of the curriculum in own area.

Values the teaching-learning-research nexus.

Educates, advises, guides and manages less experienced researchers.

Builds supervisory experiences; supervises postgraduate researchers; acts as external examiner at doctoral level.

Leads teaching programmes and their evaluation/quality assurance procedures.

Pursues opportunities to develop research-informed teaching. Actively encourages and promotes a culture that links research and teaching.

Mentors supervisors of postgraduate researchers.

Attracts new postgraduate researchers.

2. Public engagement

Understands the value of engaging with the public, willingly participates.

Open to influence of public interactions on own work.

Responds to local opportunities and existing activities; presents aspects of research at public events.

Contributes to promoting the public understanding of one’s research area. (E4)*

Appreciates the importance of public engagement for researchers, and seeks ways to realise such opportunities.

Facilitates engagement with others, leads on local opportunities, is involved with national programmes; applies for small scale funds for activities.

Recognises the mutual benefit of engagement to research, researchers and the public. Creates a climate where engagement activity is valued.

Facilitates opportunities for public dialogue, connects with users of research and beneficiaries; leads major public engagement projects and funding applications.

Helps to shape the public’s conception of research. Facilitates a dialogue between the public and researchers; educates, advises and guides less experienced researchers about the importance of public engagement.

Initiates activities; building track record of public engagement.

Establishes public engagement reputation, gives strategic support and promotes projects.

Is known advocate in discipline/research area; supports funding applications led by others.

Occupies specific public engagement post(s) or personal chair.

3. Enterprise

Creates ideas and spots opportunities internally and externally.

Develops ideas in an innovative manner within own institution or externally.

Understands the process of commercial exploitation of research results. (B7)*

Learns of the value to academia of establishing relationships in business/commercial context.

Demonstrates high motivation and commitment to take forward entrepreneurial/intrapreneurial ideas. Appreciates the significance of the research-enterprise relationship.

Understands different environments, appreciates and, where appropriate, contributes to knowledge exchange within society**.

Becomes more aware of commercial and social enterprise. 

Leads others in a range of environments to solve problems in a creative and innovative manner.

Builds strong networks to acquire resources and influence change through knowledge exchange.

Turns ideas into real ventures which enrich research and transfer knowledge and expertise to wider audiences internally and externally.

Recognises potential for new products and novel applications of research for commercial and/or social benefit. Highly skilled at developing relationships in business/commercial context; commercially and socially aware.

Educates, advises and guides less experienced researchers.

Stimulates, creates and builds extensive relationships in business/commercial context.

Establishes regional/national/international reputation for entrepreneurship/intrapreneurship and knowledge exchange.

Provides strategic leadership and support to others developing entrepreneurship/intrapreneurship.

Is highly skilled in getting new technologies and/or new ideas adopted by non-research specialists/industry.

Acts as advocate for social enterprise.

4. Policy

Understands the relevant policy-making processes and presents findings in a policy friendly format.

Analyses policies and understands the wider contexts in which they are situated.

Recognises, understands and appreciates the importance of policy making to research and of research to policy making.

Engages in dialogue with the public, policy makers, government and other key organisations.

Evaluates the impact of policy and its fitness for purpose.

Produces research which can inform the development or enhancement of policy.

Educates, advises and guides less experienced researchers.

Understands/builds the relationship between academia and the policy-making process and makes the appropriate links to influence policy making.

Advises and informs all staff on impact of policy on research.

Has the ability to get research knowledge into the policy-making process through a variety of mechanisms.

Is able to influence policy by working directly with key policy makers.

5. Society and culture

Develops awareness of the impact of research on wider society and of the impact of society, the environment and culture on research.

Understands concept of corporate social responsibility.

Recognises, understands and appreciates the potential impact of research on society, the environment and culture.

Engages in dialogue with the community and/or relevant stakeholders.

Has deeper understanding of corporate social responsibility and acknowledges the impact of own role within it.

Politically aware.

Actively seeks ways to enrich society and culture with research projects and outputs.

Educates, advises and guides less experienced researchers in corporate social responsibility.

Politically astute.

Sets example locally and internationally.

Helps shape departmental/institutional policy and implementation. 

Uses politics to advantage.

Sets expectations of staff in respect of corporate social responsibility.

6. Global citizenship

Shows a broad understanding of the context at the national and international level, in which own research takes place. (B1)*

Recognises impact of own and others’ research as global citizens. Develops international contacts and networks.

Sets example and expectations; takes lead on impact issues for discipline/research area and/or institution.

Can educate, advise, train and guide peers, researchers and staff in international research issues.

Has global impact.

Takes lead; sets example and agendas, and influences policy on national and international scale.