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[null,null,"HREiR Action plan template (2024-27)",null,null,null,null,null,null,"Add institutional logo"]
[null,null,null,"Details"]
[null,null,"Institution name:","University of Nottingham",null,null,null,"The institutional audience* for this action plan includes (only include direct beneficiaries; complete or delete, as appropriate):"]
[null,null,"Cohort number:","Cohort 4",null,null,null,"Audience (direct beneficiaries of the action plan)",null,"Number of","Comments"]
[null,null,"Date of submission:","2024-01-01",null,null,null,"Research staff",null,1148,"Primary audience of action plan"]
[null,null,"Institutional context:","The University of Nottingham employs approximately 1100 staff who fall under the Concordat definition of research-only staff ‘individuals whose primary responsibility is to conduct research and who are employed for this purpose’. At Nottingham, colleagues in this staff group would typically include job titles such as Research Assistants, Research Associates, Research Fellows, Senior Research Fellows, Principle Research Fellows and externally funded Fellows.  These 1100 research-only staff are distributed across each of the five faculties and geographically located across four main campuses in the UK and many have a hybrid working pattern including working from home, remotely, on-site (lab) or on-site (research office). The Concordat is a UK-centric document, and the Nottingham action plan and reporting consider UNUK-based researchers only. ",null,null,null,"Postgraduate researchers"]
[null,null,null,null,null,null,null,"Research and teaching staff",null,1570,"In capacity as line managers of researchers"]
[null,null,null,null,null,null,null,"Teaching-only staff"]
[null,null,null,null,null,null,null,"Technicians"]
[null,null,null,null,null,null,null,"Clinicians"]
[null,null,null,null,null,null,null,"Professional support staff"]
[null,null,null,null,null,null,null,"Other (please provide numbers and details):"]
[]
[null,"Complete for submission",null,null,null,null,null,null,null,"To be completed only when reporting on action plan"]
[null,null,"Obligation","Action","Carried over from previous action plan?","Deadline","Responsibility","The targeted impact of the action\n(success measure)","Comments (optional)","Progress update","The actual impact of the action (reporting against the success measure)","Outcome (ongoing/carried forward/no further action)"]
[null,"Environment and Culture"]
[null,"Awareness and engagement"]
[null,"The aims of these obligations are to work towards an open and inclusive research culture, and to ensure broad understanding and awareness of this amongst researchers."]
[null,"ECI1","Ensure all relevant staff are aware of the Concordat.","Action EC1: The Concordat Steering Group to request data to support the monitoring of progress on the implementation of action plans (faculty and insitutional) to ensure positive impact on researchers and research culture. \nTo include access to insights from pulse surveys, People Culture Survey and surveys on research culture that relate to research-focussed staff and research environment. \nTo continue to champion for relevant surveys to include questions, where appropriate, that enable disaggregation of responses of key stakeholder groups (research-focussed staff, managers of research-focussed staff and research support staff). \n",null,"Jan 25, Jan 26","Concordat Steering Group","Annual reporting through governance channels on the implementation of the Concordat, to include lessons learnt and identification of remedial actions to maintain progress. Concordat Steering Committee to request action leads to provide interim progress reports with RAG rating of progress in May each year. Interim reports to show 75% green/amber.   \n\nAll relevant institutional surveys have question(s) that enable the impact of the Concordat action plan and wider research culture activities on researchers to be monitored and remedial actions identified. Relevant survey results are made available to the Concordat Steering Group and Research Staff Committee for monitoring of impact and the development of future action planning. "]
[null,"ECI2","Ensure institutional policies and practices relevant to researchers are inclusive, equitable and transparent, and are well-communicated to researchers and their managers.","Action EC2: Faculty Concordat Action Plans are implemented on and monitored. Action plans are informed by researchers, line managers and local research environment needs and drivers. Open conversations enable transparency and clear lines of contribution.  ",null,"2025-09-01","RAFLs and RS Champions\n","All faculties to have a Researcher Development Concordat action plan in place with mechanisms for updating and reviewing actions. Regular communication of impact and seeking feedback and input from the community.\n\n"]
[null,"ECI6","Regularly review and report on the quality of the research environment and culture, including seeking feedback from researchers, and using the outcomes to improve institutional practices.","Action EC3: Capture exit interviews and improve the granularity of data. Develop and launch an e-exit questionnaire process in Digital Core which is triggered for all leavers in the University. (link to AS Action AG13.02.01)",null,"2026-02-01","Associate Director HR Digital, Systems and Services ","All leavers will be offered the option to complete an exit questionnaire. \nIssues identified fed back and acted on to UEB, Faculties/ Schools as appropriate. \n"]
[null,"ECR1","Encourage researchers to actively contribute to the development and maintenance of a supportive, fair and inclusive research culture and be a supportive colleague, particularly to newer researchers and students.","Action EC4: Working with faculties and schools, develop communication strategy to increase awareness and appointment to 'Assistant Supervisor' role. Undertake a scoping project to gather good practice from Schools on the appointments of Assistant Supervisor role to include monitoring of role holders in schools.\nLink to AS action plan AG06.02.02","Partial EC15","2024-09-01","Head of Researcher Development, RA with RAFLs","Guidance notes for researchers on the Assistant Supervisor role. Increased views of on-demand 'Supervisory practice videos' (20% increase per year) \nAll Research-focussed Staff confirm via surveys that any teaching they do is recognised"]
[null,"Wellbeing and mental health"]
[null,"The aims of these obligations are to champion positive wellbeing amongst researchers, both through appropriate training and enabling new ways of working."]
[null,"ECI3","Promote good mental health and wellbeing through the effective management of workloads and people.","Action EC5:  FMHS Phase 1-To hold a series of focus groups with research only staff to explore volume of issues and identify any new/emergent concerns impacting researchers regarding workload. \nPhase 2: identify were remedial action may need to be taken and launch of a 'You Said, We did campaign' to flag relevant policy and support mechanisms arising from phase 1.","Yes Action EC4","2024-07-01","RAFL (FMHS)\n","Pilot MHS 'You said, we did' project\nFocus groups/Pulse Surveys run in MHS Faculty amongst researchers and managers of researchers. Flagging where changes to policy/guidance may be required. Dissemination of information via 'You said, we did' campaign."]
[null,"ECI4","Ensure managers of researchers are effectively trained in relation to wellbeing and mental health."]
[null,"ECM3","Ensure managers promote a healthy working environment that supports researchers' wellbeing and mental health.","Action EC6: Introduction of UoN-wide approach to having open and supportive conversations, to support colleagues and particularly line managers in identifying, sharing and providing appropriate support around issues which may include wellbeing, bullying, harassment or other personal or difficult topics. (AS action plan AG09.09.01)",null,"2024-12-01","Associate Director of OPD","Numbers of staff agreeing they are confident to ask for mental health and wellbeing support >80%. \nStaff disagreeing that work-related mental health is recognised and supported reduced to <5%."]
[null,"ECM4","Ensure managers consider fully flexible working requests and other appropriate arrangements to support researchers."]
[null,"ECR3","Ensure researchers take positive action towards maintaining their wellbeing and mental health."]
[null,"Bullying and harassment"]
[null,"The aims of these obligations are to eliminate bullying and harassment in the research system, tackled through progressive policies and secure mechanisms to address incidents."]
[null,"ECI3","Promote a healthy working environment through effective policies and practice for tackling discrimination, bullying and harassment, including providing appropriate support for those reporting issues.","Action EC7: Roll out Bystander Training for all staff (and students).  ",null,"2026-12-01","Associate Director of OPD","Training data indicate 100% of staff have completed Bystander Training by Dec 26. "]
[null,"ECM3","Ensure managers encourage reporting and addressing incidents of discrimination, bullying and harassment."]
[null,"ECR4","Ensure researchers use available mechanisms to report staff who fail to meet the expected standards of behaviour in relation to discrimination, harassment and bullying.","Action EC8: To explore improved communication to researchers for Report and Support and misconduct reporting mechanisms. For example within induction materials  (linked to AS action AG02.03.01)\n\nIn the RC survey undertaken in 2023, of the respondents 60% of research staff agreed that the workplace was free from bullying and harassment, however, only 36% indicated they were happy with how bullying and harassment issues were handled in the workplace. ",null,"2026-12-01","Associate Director of OPD (all staff inductions)\nResearcher Academy (research inductions)",">75% of all staff report awareness of Report and Support and agree they would feel comfortable to use it if needed"]
[null,"Equality, diversity and inclusion"]
[null,"The aims of these obligations are to ensure managers and researchers are trained in-, aware of- and adopt practices enhancing equality, diversity and inclusion."]
[null,"ECI4 / ECM1","Ensure managers undertake relevant training and development opportunities related to equality, diversity and inclusion, and put this into practice in their work.","Action EC9: Faculty of Science. To develop a set of recommendations for the faculty to embed anti-racism in its support for ECRs. ",null,"2025-03-01","Director of EDI, FoS\nRAFL FoS","Secure funding for the project. Set of recommendations developed and shared with faculty members. Use as best practice resource to share with other faculties. \n\nFaculty-level data responses see an increase in awareness around EDI. Evidence that managers are EDI aware and function accordingly. Likely routes for evidence are through positive survey responses to EDI questions and positive research culture and behaviour (e.g. baseline RC 2022 Q 14)"]
[null,"ECR2","Ensure researchers act in accordance with employer and funder policies related to equality, diversity and inclusion."]
[null,"Research Integrity"]
[null,"The aims of these obligations are to ensure managers and researchers are trained in-, aware of- and maintain high standards of research integrity, and are able to report infringements or misconduct."]
[null,"ECI5 / ECM2","Ensure researchers and their managers are aware of, and act in accordance with, the highest standards of research integrity and professional conduct.","Action EC10: Review the current offer for Researcher Development provided by the Libraries Research Support Team and develop a refreshed programme to support new publishing models, the open research agenda and research intelligence/metrics (Phase 1 review and develop, Phase 2 deliver programme, Phase 3 seek feedback and update) - [tbc]",null,"Sept-24, Sept 25, Sept 26","Nottingham Library","A dedicated programme will be designed to support researchers, aligned with best practice in open research, and University of Nottingham research and publication strategies. It will be assessed through researcher feedback."]
[null,"ECM3","Ensure managers report and address incidents of poor research integrity."]
[null,"ECR2","Ensure researchers act in accordance with employer and funder policies related to research integrity."]
[null,"ECR4","Ensure researchers use available mechanisms to report staff who fail to meet the expected standards of behaviour in relation to research misconduct.","Action EC11: To formalise and capture role of the Research Integrity Champions, to include expectations of activities and formalise Champions training to ensure baseline practices are achieved across the institution that meet sector standards. Enabling RI Champions to deliver faculty-specific training that meets the quality standards and facilitate best practice sharing across faculties and schools. ",null,"2024-12-01","Head of Research Integrity, Risk & Compliance, Research and Innovation","Formalised roles and training for Research Integrity Champions. With Researchers report in surveys a greater understanding of expectations around research integrity and increase in confidence that bullying and harrassment, poor conduct is construcively challenged in their school or department (improvement from RC Survey response 32% agree to 50% agree)"]
[null,"Policy development"]
[null,"The aims of these obligations are to encourage all researchers to actively contribute to the development of policies driving positive change at their institution."]
[null,"EI7","Consider researchers and their managers as key stakeholders within the institution and provide them with formal opportunities to engage with relevant organisational policy and decision-making."]
[null,"ECM5","Encourage managers to engage with opportunities to contribute to policy development aimed at creating a more positive research environment and culture within their institution."]
[null,"EM5","Engage with opportunities to contribute to relevant policy development within their institution."]
[null,"ECR5","Encourage researchers to consider opportunities to contribute to policy development aimed at creating a more positive research environment and culture within their institution.","Action EC12: Faculty of Science-Enhance transparency around committee decision-making through sharing of minutes and notes to promote Inclusive, equitable and transparent community (from F action plan point 6)\n",null,"2023-12-01","FPVC-Science","Minimum of one member of research staff on relevant committees in Schools"]
[null,"ER4","Recognise and act on their role as key stakeholders within their institution and the wider academic community.","Action EC13: Faculty of Arts -Research staff steering group to explore processes of policy development (levels of understanding of procedure and process, scope for engagement",null,"2024-09-01","RAFL (Arts)\n","Research Staff Steering Group increased visibility in Faculty. Positive reporting in appropriate surveys by researchers (contribution valued)"]
[null,"Employment"]
[null,"Recruitment and induction"]
[null,"The aims of these obligations are to ensure recruitment of researchers is open and fair and researchers receive effective inductions into the organisation."]
[null,"EI1","Ensure open, transparent and merit-based recruitment, which attracts excellent researchers, using fair and inclusive selection and appointment practices.","Action E1: To undertake a review to assess the efficiency and efficacy of current recruitment and onboarding processes. To identify areas for improvement for the current internal fellowship schemes (NRF and AMF) ensuring the recruitment pipeline enables a diverse pool of applicants and is an accessible and equitable process that supports the very best talents irrespective of personal characteristics and personal circumstances.",null,"2025-05-01","Fellowships Manager, Researcher Academy","Review of processes undertaken and rolled out as part of standard recruitment practices. With grater diversity in individuals observed within both the successful cohort and applicant pools, to ensure diverse backgrounds and individual characteristics are not lost from the recruitment pipeline. "]
[null,"EI2","Provide an effective induction, ensuring that researchers are integrated into the community and are aware of policies and practices relevant to their position."]
[null,"Recognition, reward and promotion"]
[null,"The aims of these obligations are to ensure the fair and inclusive recognition of researchers as part of their career progression."]
[null,"EI3","Provide clear and transparent merit-based recognition, reward and promotion pathways that recognise the full range of researchers' contributions and the diversity of personal circumstances."]
[null,"EM3","Managers commit to, and evidence, the inclusive, equitable and transparent recruitment, promotion and reward of researchers.","Action E2: Communication campaign to increase nominations of Research Staff for Nottingham Recognition Scheme. The current number of research-focussed staff receiving nominations is relatively low for job family. Communications to managers.",null,"2025 cycle","Director of EDI/ RAFL, aculty of Science","Communication campaign rolled out. Increase of 10% in the number of nominations for research-focussed staff"]
[null,"Responsibilities and reporting"]
[null,"The aims of these obligations are to ensure that researchers and their managers understand and act on their obligations and responsibilities."]
[null,"EM2","Managers familiarise themselves, and work in accordance with, relevant employment legislation and codes of practice, institutional policies, and the terms and conditions of grant funding."]
[null,"ER1","Researchers ensure that they work in accordance with, institutional policies, procedures and employment legislation, as well as the requirements of their funder.","Action E3: Co-creation of an induction package for new research staff. To define an induction package for new researchers (irrespective of new to Nottingham) for completion within the initial months (i.e. 3 months of commencement of employment contract). RSG to convene a working group on co-creation of induction resources (encompassing non-research related and research related). ","Action E12 from AP 22-24","2024-09-01","Head of Researcher Development and Head of Research Leadership, RA with collaboration from HR","An induction package for new research staff co-created by researchers and professional service colleagues available via SharePoint.\n\nMeasure of impact through collection of benchmark views data from SharePoint page analytics. Evaluate usage data annually."]
[null,"ER2","Researchers understand their reporting obligations and responsibilities."]
[null,"People management"]
[null,"The aims of these obligations are to ensure that researchers are well-managed and have effective and timely performance reviews."]
[null,"EI4","Provide effective line and project management training opportunities for managers of researchers, heads of department and equivalent.","Action E4: Provide regular opportunities for all staff to refresh their knowledge of policies, resources, including support networks (see above), promotion/regrading processes, ADC expectations and ways to report inappropriate behaviour. \nProvide prompts and opportunity for Re-induction/refresher as line management responsibilities evolve, and as staff return from a period of leave.  \n(link to Athena SWAN Action AG02.04.01)",null,"2026-02-01","Associate Director of L&D","80% of staff confirm they know where to find resources needed for their role \n100% of staff returning from leave have received a refresher"]
[null,"EI5","Ensure that excellent people management is championed throughout the organisation and embedded in institutional culture, through annual appraisals, transparent promotion criteria, and workload allocation.","Action E5: Explore the role of PIs in researcher's induction, create recommendation of researcher-specific topics to include in induction materials.  Creation of Faculty-specific new staff member checklists for PIs/managers of researchers","Yes (adapted from E6 and E10 AP 22-24)","2024-12-01","RAFLs and RS Champions\n","Creation of a 'managing your postdoc section' in the faculties' PI Toolkits\nPositive reporting in surveys: researchers report good knowledge of policies and resources/what is expected of them \nRC Survey 2022 benchmark: 93% research-focussed staff respondents agreed 'I understand what is expected of me in my research-related role' Target: maintain \nRC Survey 2022 benchmark: 76% research-focussed staff respondents agreed 'I feel able to make those expectations' Target: increase to 85%","Timeframes amended to enable survey analysis aginst benchmarks"]
[null,"EM1","Managers undertake relevant training and development opportunities so that they can manage researchers effectively and fulfil their duty of care."]
[null,"EM4","Managers actively engage in regular constructive performance management with their researchers.","Action E6: Review of the Nottingham Reward Scheme.  The outcome of the review is to ensure equity across job families/levels/gender; consistency across Schools, Faculties, and job families. Review to include development of case studies which help improve understanding of the types of performance and behaviours that demonstrate exceptional “above and beyond” contribution. To ensure that case studies include examples of research-focussed staff and that these are promoted to line managers of researchers and researchers themselves. \n\n(Link to Athena SWAN action AG08.01.01 and REC Action 01.06.06)",null,"2024-12-01","Associate Director Pay and Reward ","Examples created and widely available on SharePoint and in training materials. \nAnalysis of NRS recipients indicates recipients are proportional for gender, ethnicity, disability across all job families and levels. \n\nBenchmark data from Research Culture Survey 2022: 72% of research-focussed staff respondents agreed 'my contributions are valued' 18% disagreed "]
[null,"ER3","Researchers positively engage with performance management discussions and reviews with their managers."]
[null,"Job security"]
[null,"The aim of this obligation is to improve the job security of researchers."]
[null,"EI6","Seek to improve job security for researchers, for example through more effective redeployment processes and greater use of open-ended contracts, and report on progress.","Action E7: Workstream 1 of the REC-HURDLEs (Welcome funded) project: To complete a review of the use of all FTC and permanent with underlying funding contracts across all research team roles, including impact on different groups of researchers and use of bridging funding. \nLinked actions: E7, PCD5 and PCD10\n",null,"2026-03-01","HR","Review of policies, practice and guidance. Development plans for pilot approaches to improve career stability with approval for at least 2 pilot employment models"]
[null,"Professional and Career Development"]
[null,"Championing professional development"]
[null,"The aims of these obligations are to promote the importance of professional development and ensure researchers have the time to engage in it."]
[null,"PCDI1","Provide opportunities, structured support, encouragement and time for researchers to engage in a minimum of 10 days professional development pro rata per year, recognising that researchers will pursue careers across a wide range of employment sectors.","Action PCD1: Undertake the consultative Faculty-level projects to investigate 'What 10 days of cpd would look like for Faculty researchers'. Co-creation of faculty lenses to inform and support individuals to identify cpd activities relevant to their discipline. Utilise outputs to help inform researchers and managers. ","Carried forward action PCD2 from AP 22-24","2026-08-01","RAFLs","Co-creation of documents and inclusion of materials in all ADC session resources and Induction materials.  \nPositive reporting in pulse and culture surveys "]
[null,"PCDI6","Monitor, and report on, the engagement of researchers and their managers with professional development activities.","Action PCD2: Embed learning organisation understanding and changes in culture. \nTo embed timely identification and awareness of training/development opportunities– i.e. mandatory, statutory, leadership, ADC, supervisory, EDI (including awareness or Report and Support, Dignity, wellbeing, trans awareness) as part of organisational and cultural development. \nAll staff to have a training portfolio and the collection of training and development link to ADC.  \nLinks with AS Action AG03, AG05 and Intersectional link to REC Action 4.12.05",null,"2026-08-01","Associate Director of L&D (all staff) and Head of Researcher Development, RA (researchers)","Training portfolios in place and linked with ADC processes\nPositive increase (20% increase) in reporting for researchers and line managers of researchers in surveys\nBenchmark: RC Survey 22: 52% of research-focussed staff respondents agreed that they were 'satisfied with development opportunities', 39% disagreed\nBenchmark: AS Survey 21: 42% of research-focussed staff respondents agreed that they were 'able to spend the amount of time that seems right to me on career development', 41% disagreed"]
[null,"PCDM3","Managers allocate a minimum of 10 days pro rata per year, for their researchers to engage with professional development, supporting researchers to balance the delivery of their research and their own professional development.","Action PCD3: FoSS- Explore the embedding of 10 days cpd expectation within role profiles for research-focussed staff",null,"2025-12-01","RAFL","Pilot of role profiles. Positive reporting in surveys of access and value placed on completion of professional development.\nBenchmark: AS Survey 21: 42% of research-focussed staff respondents agreed that they were 'able to spend the amount of time that seems right to me on career development', 41% disagreed. \nTarget: increased positive responses by 20% improvement in surveys "]
[null,"PCDR1","Researchers take ownership of their career, identifying opportunities to work towards career goals, including engaging in a minimum of 10 days professional development pro rata per year."]
[null,"Career development reviews"]
[null,"The aims of these obligations are to ensure researchers and their managers are engaging in productive career development reviews."]
[null,"PCDI2","Provide training, structured support, and time for managers to engage in meaningful career development reviews with their researchers."]
[null,"PCDI6","Monitor, and report on, the engagement of researchers and their managers with researcher career development reviews.","See PCD2"]
[null,"PCDM1","Managers engage in regular career development discussions with their researchers, including holding a career development review at least annually."]
[null,"PCDR4","Researchers positively engage in career development reviews with their managers.","Action PCD4: Faculty of Engineering- Processes developed to enable researchers to be part of the process of appointing an agreed ADC reviewer  (i.e. line managers or non-line manager) to ensure discussion on career development and training. All research-foccussed staff ADC meetings include discussion of 10-day cpd.",null,"2025-09-01","RAFL (FoE)\n","Faculty researchers report positive experiences with their ADC. >80% report that ADC supports their career development \n(Benchmark: RC Survey 2022: 72% at institutional level of respondents agree 'ADC/PDPR supports career development'"]
[null,"Career development support and planning "]
[null,"The aims of these obligations are to promote researchers' career development planning through tailored support and gathering evidence of professional experience."]
[null,"PCDI3","Ensure that researchers have access to professional advice on career management, across a breadth of careers.","Action PCD5: Workstream 2 of the REC-HURDLEs (Welcome funded) project: To provide individualised needs-based flexible professional development support for researchers facing barriers to career progression with emphasis on under-represented groups.\nLinked actions: E7, PCD5 and PCD10",null,2027,"RSG Chair, Technical Director, APVC-RA&RC","Positive reports and creation of case studies of personal/professional change at an individual level with evidence of positive effect on career effectiveness or progression"]
[null,"PCDR3","Researchers maintain an up-to-date professional career development plan and build a portfolio of evidence demonstrating their experience, that can be used to support job applications."]
[null,"Research identity and leadership "]
[null,"The aims of these obligations are to provide researchers with opportunity to progress in their careers by developing their research identity and leadership capabilities."]
[null,"PCDI4","Provide researchers with opportunities, and time, to develop their research identity and broader leadership skills.","Action PCD6: Launch of the mid-career research leadership programme in 23/24 with a cohort of 20. Undertake an evaluation of the programme.",null,"2024-09-01","Head of Research Leadership, Researcher Academy","20 mid-career researchers complete programme with positive evaluation"]
[null,"PCDM4","Managers identify opportunities, and allow time (in addition to the 10 days professional development allowance), for their researchers to develop their research identity and broader leadership skills, and provide appropriate credit and recognition for their endeavours."]
[null,"PCDM5","Managers engage in leadership and management training to enhance their personal effectiveness, and to promote a positive attitude to professional development.","Action PCD7: Raise awareness of the positive benefits of mentoring and coaching for research-focussed staff through the internal communication channels of the e-newsletters (2 newsletters to have Coaching/Mentoring editorials) and Research Staff Champions within schools. To include promotion of benefits to line managers of researchers too. Evaluation to take place through annual RA led data collection on mentoring session attendance. ",null,"2024-08-01","Researcher Academy","Inclusion of two editorials in Research Academy newsletters (monitor impact through email click rates)\n \nMeasure impact through annual evaluation processes for mentoring and through monitoring take-up of mentoring opportunities. "]
[null,"Diverse careers"]
[null,"The aims of these obligations are to recognise, value and prepare researchers for the wide range of career options available to them within and beyond research."]
[null,"PCDI5","Recognise that moving between, and working across, employment sectors can bring benefits to research and researchers, and support opportunities for researchers to experience this.","Action PCD8: Evaluation of The Capabilities in Academic Policy Engagement (CAPE) programme has provided two key mechanisms to facilitate UoN staff moving across employment sectors:\n- Charity Fellowships\n- Seed funding to work with policy partner organisations (cross sector networks)",null,"2024-08-01","Institute for Policy and Engagement ","Positive reporting in evaluation"]
[null,"PCDM2","Managers support researchers in exploring and preparing for a diversity of careers, for example, through the use of mentors and careers professionals, training, and secondments.","Action PCD9: Project to compile case studies on career pathways/destination sector of Nottingham alumni staff leavers (originate from exit survey data). Case studies to be made available via Careers and Employability Service SharePoint to demonstrate diversity of professional career options. ","Carried forward Action PCD7 from AP 22-24","2024-12-01","Senior Careers Advisor, CES","25 case studies published on SharePoint, with at least 5 specific to postdoc destinations"]
[null,"PCDR2","Researchers explore and prepare for a range of employment options across different sectors, such as by making use of mentors, careers professionals, training and secondments."]
[null,"PCDR6","Researchers consider opportunities to develop their awareness and experience of the wider research system through, for example, knowledge exchange, policy development, public engagement and commercialisation.","Action PCD10: Workstream 3 of the REC-HURDLEs (Welcome funded) project- To co-produce an expanded bespoke careers resource that includes 24/7 online provision and targetted for all career stages and job families\nLinked actions: E7, PCD5 and PCD10",null,"2027-01-01","Senior Careers Advisor, CES","High levels of access to new career resources with long dwell times on webpages, increasing rates of online careers resource use and workshop attendance, increased demand for 1-2-1 careers advisor support"]
[]
[]
[null,null,"* The Researcher Development Concordat defines researchers as individuals whose primary responsibility is to conduct research and who are employed specifically for this purpose by a higher education institution or research institute. The primary audience is research staff, e.g. postdoctoral researchers, research fellows, research assistants. The Researcher Development Concordat encourages institutions to include other groups who actively engage in research as beneficiaries of their Concordat action plan.  These could be postgraduate researchers; staff on teaching and research, or teaching contracts; clinicians; professional support staff; technicians.  "]
[]
[]
[null,"Further hyperlinks and supplementary information (more rows can be added)",null,null,null,null,"Abbreviations and glossary  (more rows can be added)"]
[null,1,null,null,null,null,"ADC","Appraisal and Development Conversation (annual staff appraisal)"]
[null,2,null,null,null,null,"AP 22-24","University of Nottingham Concordat implementation action plan for the 2022-24 reporting period. This report was written against the 2019 Concordat"]
[null,3,null,null,null,null,"AP 24-27","University of Nottingham Concordat implementation action plan for the 2024-27 reporting period. This report was written against the 2019 Concordat"]
[null,4,null,null,null,null,"AS","Athena SWAN"]
[null,5,null,null,null,null,"CEDARS","Culture, Employment and Development in Academic Research Survey"]
[null,6,null,null,null,null,"CES","Careers and Employability Service"]
[null,7,null,null,null,null,"CPD","Continued Professional Development"]
[null,8,null,null,null,null,"DoR","Directors of Research"]
[null,9,null,null,null,null,"ECR","Early Career Researcher"]
[null,10,null,null,null,null,"ECRLP","Early Career Researcher Leadership Programme"]
[null,11,null,null,null,null,"ED","Equality and Diversity"]
[null,12,null,null,null,null,"ED&I","Equality, Diversity and Inclusion"]
[null,13,null,null,null,null,"FoA","Faculty of Arts"]
[null,14,null,null,null,null,"FoS","Faculty of Science"]
[null,15,null,null,null,null,"FMHS","Faculty of Medicine and Health Sciences"]
[null,16,null,null,null,null,"FoSS","Faculty of Social Science"]
[null,17,null,null,null,null,"FoE","Faculty of Engineering"]
[null,18,null,null,null,null,"HoS","Head of School"]
[null,19,null,null,null,null,"HR","Human Resources"]
[null,20,null,null,null,null,"LMA","Leadership and Management Academy"]
[null,null,null,null,null,null,"NL","University of Nottingham Libraries (formerly LRLR)"]
[null,null,null,null,null,null,"NRLP","Nottingham Research Leaders Programme"]
[null,null,null,null,null,null,"PC Survey23","People and Culture Survey 2023"]
[null,null,null,null,null,null,"PD","Professional Development"]
[null,null,null,null,null,null,"PI","Principal Investigator"]
[null,null,null,null,null,null,"OD","Organisational Development"]
[null,null,null,null,null,null,"RA","Researcher Academy (formerly Graduate School pre-Sept 2020)"]
[null,null,null,null,null,null,"RAFL","Researcher Academy Faculty Leads"]
[null,null,null,null,null,null,"RC","Research Committee"]
[null,null,null,null,null,null,"RC Survey22","Research Culture Survey 2022"]
[null,null,null,null,null,null,"REC","Race Equality Charter"]
[null,null,null,null,null,null,"RI","Research and Innovation"]
[null,null,null,null,null,null,"RS","Research-focussed Staff"]
[null,null,null,null,null,null,"RSChampion","Research Staff Champion"]
[null,null,null,null,null,null,"RSG","Research Staff Group"]
[null,null,null,null,null,null,"RSC","Researcher Academy's Research Staff Committee (formerly Research Staff Group)"]
[null,null,null,null,null,null,"RS rep","Research Staff representative  "]
[null,null,null,null,null,null,"UEB","University Executive Board"]
[null,null,null,null,null,null,"UoN","University of Nottingham"]

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[null,null,"HREiR Action plan template (add dates)",null,null,null,null,null,null,"Add institutional logo"]
[null,null,null,"Details"]
[null,null,"Institution name:",null,null,null,null,"The institutional audience* for this action plan includes (only include direct beneficiaries; complete or delete, as appropriate):"]
[null,null,"Cohort number:",null,null,null,null,"Audience (direct beneficiaries of the action plan)",null,"Number of","Comments"]
[null,null,"Date of submission:",null,null,null,null,"Research staff"]
[null,null,"Institutional context:",null,null,null,null,"Postgraduate researchers"]
[null,null,null,null,null,null,null,"Research and teaching staff"]
[null,null,null,null,null,null,null,"Teaching-only staff"]
[null,null,null,null,null,null,null,"Technicians"]
[null,null,null,null,null,null,null,"Clinicians"]
[null,null,null,null,null,null,null,"Professional support staff"]
[null,null,null,null,null,null,null,"Other (please provide numbers and details):"]
[]
[null,"Complete for submission",null,null,null,null,null,null,null,"To be completed only when reporting on action plan"]
[null,null,"Obligation","Action","Carried over from previous action plan?","Deadline","Responsibility","The targeted impact of the action\n(success measure)","Comments (optional)","Progress update","The actual impact of the action (reporting against the success measure)","Outcome (ongoing/carried forward/no further action)"]
[null,"Environment and Culture"]
[null,"Awareness and engagement"]
[null,"The aims of these obligations are to work towards an open and inclusive research culture, and to ensure broad understanding and awareness of this amongst researchers."]
[null,"ECF1","Including requirements which promote equitable, inclusive and positive research cultures and environments in relevant funding calls, terms and conditions, grant reporting, and policies"]
[null,"Wellbeing and mental health"]
[null,"The aims of these obligations are to champion positive wellbeing amongst researchers, both through appropriate training and enabling new ways of working."]
[null,"ECF2","Consider how funding opportunities and policies can facilitate different patterns and ways of working, and promote the wellbeing and mental health of researchers"]
[null,"Equality, diversity and inclusion"]
[null,"The aims of these obligations are to ensure managers and researchers are trained in-, aware of- and adopt practices enhancing equality, diversity and inclusion."]
[null,"ECF3","Ensure that funding call requirements and selection processes offer equality of opportunity between different groups of researchers, recognise personal contexts, and promote positive research cultures and working conditions"]
[null,"Employment"]
[null,"Job security"]
[null,"The aims of these obligation are to improve the job security of early career researchers."]
[null,"EF1","Include requirements which support the improvement of working conditions for researchers, in relevant funding calls, terms and conditions, grant reporting, and policies"]
[null,"EF2","Review the impact of relevant funding call requirements on researchers' employment, particularly in relation to career progression and lack of job security"]
[null,"EF3","Support institutions to develop policies and frameworks to promote sustainable employment arrangements and enhance job security, and provide opportunities for career progression"]
[null,"EF4","Consider the balance of their relevant funding streams in providing access to research funding and its impact at all career levels"]
[null,"Professional and Career Development"]
[null,"Championing professional development"]
[null,"The aims of these obligations are to promote the importance of professional development and ensure researchers have the time to do so."]
[null,"PCDF1","Incorporate specific professional development requirements in relevant funding calls, terms and conditions, grant reporting, and policies. This should include researchers' engagement in a minimum of 10 days' professional development pro rata per year, and evidence of effective career development planning"]
[null,"PCDF2","Embed the Concordat Principles and researcher development into research assessment strategies and processes"]
[null,"Diverse careers"]
[null,"The aims of these obligations are to recognise, value and prepare researchers for the wide range of career options available to them within and beyond research."]
[null,"PCDF3","Acknowledge that a large proportion of the researchers they fund will move on to careers beyond academia, and consider how they can encourage and support this within their remit"]
[]
[]
[null,null,"* The Researcher Development Concordat defines researchers as individuals whose primary responsibility is to conduct research and who are employed specifically for this purpose by a higher education institution or research institute. The primary audience is research staff, e.g. postdoctoral researchers, research fellows, research assistants. The Researcher Development Concordat encourages institutions to include other groups who actively engage in research as beneficiaries of their Concordat action plan.  These could be postgraduate researchers; staff on teaching and research, or teaching contracts; clinicians; professional support staff; technicians.  "]
[]
[]
[null,"Further hyperlinks and supplementary information (more rows can be added)",null,null,null,null,"Abbreviations and glossary  (more rows can be added)"]
[null,1]
[null,2]
[null,3]
[null,4]
[null,5]
[null,6]
[null,7]
[null,8]
[null,9]
[null,10]
[null,11]
[null,12]
[null,13]
[null,14]
[null,15]
[null,16]
[null,17]
[null,18]
[null,19]
[null,20]

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["Obligation","Action","Carried over from previous action plan?","Deadline","Responsibility","The targeted impact of the action\n(success measure)","Comments (optional)"]
["Environment and Culture"]
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[]
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[]
[]
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["Employment"]
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[]
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["Professional and Career Development"]

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[null,null,"HREiR Action plan template (add dates)",null,null,null,null,null,null,"Add institutional logo"]
[null,null,null,"Details"]
[null,null,"Institution name:","Enter relevant information",null,null,null,"The institutional audience* for this action plan includes (only include direct beneficiaries; complete or delete, as appropriate):"]
[null,null,"Cohort number:","Enter relevant information",null,null,null,"Audience (direct beneficiaries of the action plan)",null,"Number of","Comments"]
[null,null,"Date of submission:","Enter relevant information",null,null,null,"Research staff",null,null,"These are your primary beneficiaries, and should be prioritised across the action plan - both by being targeted with actions and evaluated through success measures."]
[null,null,"Institutional context:","Enter relevant information that helps frame the action plan and the intended institutional audience.\nFor example, this box can be used to disclose the research intensiveness of the institution, providing a justification for the breadth/depth of the actions disclosed.",null,null,null,"Postgraduate researchers"]
[null,null,null,null,null,null,null,"Research and teaching staff"]
[null,null,null,null,null,null,null,"Teaching-only staff"]
[null,null,null,null,null,null,null,"Technicians"]
[null,null,null,null,null,null,null,"Clinicians"]
[null,null,null,null,null,null,null,"Professional support staff"]
[null,null,null,null,null,null,null,"Other (please provide numbers and details):"]
[]
[null,"Complete for submission",null,null,null,null,null,null,null,"To be completed only when reporting on action plan"]
[null,null,"Obligation","Action","Carried over from previous action plan?","Deadline","Responsibility","The targeted impact of the action\n(success measure)","Comments (optional)","Progress update","The actual impact of the action (reporting against the success measure)","Outcome (ongoing/carried forward/no further action)"]
[null,"Environment and Culture"]
[null,"Awareness and engagement"]
[null,"The aims of these obligations are to work towards an open and inclusive research culture, and to ensure broad understanding and awareness of this amongst researchers."]
[null,"ECI1","Ensure all relevant staff are aware of the Concordat."]
[null,"ECI2","Ensure institutional policies and practices relevant to researchers are inclusive, equitable and transparent, and are well-communicated to researchers and their managers."]
[null,"ECI6","Regularly review and report on the quality of the research environment and culture, including seeking feedback from researchers, and using the outcomes to improve institutional practices.","Describe here your actions/interventions for meeting the obligation, referring to actions elsewhere in the action plan if preferred.","Has the action been carried forward from a previous action plan?\n\"yes\" / \"no\"","Indicate a month and year","Name all parties responsible for the action(s) and success measure(s)","Describe here your success measure(s), used to report against the intended impact for researchers and incorporating researchers' views wherever possible. ","Describe here any supplementary information.","Describe here a written summary of the progress made against the obligation, taking a broad view of the people and/or organisational development that may have occurred.","Provide evidence that directly reports against all success measures described previously.","Indicate the next steps for the action from the following options:\n\"ongoing\"\n\"carried forward\"\n\"no further action\""]
[null,"ECR1","Encourage researchers to actively contribute to the development and maintenance of a supportive, fair and inclusive research culture and be a supportive colleague, particularly to newer researchers and students."]
[null,"ECF1","Including requirements which promote equitable, inclusive and positive research cultures and environments in relevant funding calls, terms and conditions, grant reporting, and policies","Institutions planning actions for specific funders' obligations can insert these obligations into the relevant section of the institution template."]
[]
[]
[]
[]
[null,null,"* The Researcher Development Concordat defines researchers as individuals whose primary responsibility is to conduct research and who are employed specifically for this purpose by a higher education institution or research institute. The primary audience is research staff, e.g. postdoctoral researchers, research fellows, research assistants. The Researcher Development Concordat encourages institutions to include other groups who actively engage in research as beneficiaries of their Concordat action plan. These could be postgraduate researchers; staff on teaching and research, or teaching contracts; clinicians; professional support staff; technicians.  "]
[]
[]
[null,"Further hyperlinks and supplementary information (more rows can be added)",null,null,null,null,"Abbreviations and glossary  (more rows can be added)"]
[null,1,"Use these spaces to provide links and references for information provided in the action plan.",null,null,null,null,"Use these spaces to describe abbreviations and"]
[null,2,null,null,null,null,null,"terms used in the action plan."]
[null,3]
[null,4]
[null,5]
[null,6]
[null,7]
[null,8]
[null,9]
[null,10]
[null,11]
[null,12]
[null,13]
[null,14]
[null,15]
[null,16]
[null,17]
[null,18]
[null,19]
[null,20]

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[null,null,"HREiR Action plan template (add dates)",null,null,null,null,null,null,"Add institutional logo"]
[null,null,null,"Details"]
[null,null,"Institution name:",null,null,null,null,"The institutional audience* for this action plan includes (only include direct beneficiaries; complete or delete, as appropriate):"]
[null,null,"Cohort number:",null,null,null,null,"Audience (direct beneficiaries of the action plan)",null,"Number of","Comments"]
[null,null,"Date of submission:",null,null,null,null,"Research staff",null,null,"Only include institutional audiences considered to directly benefit from the action plan, remembering that research staff should be prioritised."]
[null,null,"Institutional context:",null,null,null,null,"Postgraduate researchers"]
[null,null,null,null,null,null,null,"Research and teaching staff"]
[null,null,null,null,null,null,null,"Teaching-only staff"]
[null,null,null,null,null,null,null,"Technicians"]
[null,null,null,null,null,null,null,"Clinicians"]
[null,null,null,null,null,null,null,"Professional support staff"]
[null,null,null,null,null,null,null,"Other (please provide numbers and details):"]
[]
[null,"Complete for submission",null,null,null,null,null,null,null,"To be completed only when reporting on action plan"]
[null,null,"Obligation","Action","Carried over from previous action plan?","Deadline","Responsibility","The targeted impact of the action\n(success measure)","Comments (optional)","Progress update","The actual impact of the action (reporting against the success measure)","Outcome (ongoing/carried forward/no further action)"]
[null,"Environment and Culture"]
[null,"Awareness and engagement"]
[null,"The aims of these obligations are to work towards an open and inclusive research culture, and to ensure broad understanding and awareness of this amongst researchers.\n\nOur internal evaluation revealed that researchers feel the university strategic priorities do not reflect their own (62% in a consultation said that they felt disconnected from the university's recent 'Strategy 2030').\nHeads of Faculties also report from conversations at committee meetings that researchers feel the university's strategic priorities are not entirely aligned with the reality felt in specific research disciplines.\n\nOptional: Institutions can use this space (if desired) to discuss the context that frames the actions and success measures disclosed."]
[null,"ECI1","Ensure all relevant staff are aware of the Concordat"]
[null,"ECI2","Ensure institutional policies and practices relevant to researchers are inclusive, equitable and transparent, and are well-communicated to researchers and their managers.","Providing actions for every obligation is not mandatory, although action plans should aim to target those in their priority areas and/or those highlighted by researchers during the internal evaluation."]
[null,"ECI6","Regularly review and report on the quality of the research environment and culture, including seeking feedback from researchers, and using the outcomes to improve institutional practices.","Host programme of Faculty- and institution-wide workshops on research culture, capturing local and broader views on key themes in research and reflecting these with the institution's 'Strategy 2030' priorities.\n\n\n\n\n\n\n\n\n\n\n\nGather a comprehensive range of anonymous views from research staff on how they feel their Faculty research environment compares to the institution as a whole through quarterly Faculty pulse surveys.","no\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nyes","Jul-23\n\nBeing specific (rather than only stating \"ongoing\" or \"annually\") indicates that reporting has been properly scheduled and that actions are timebound.\n\n\nMay-23\n\n","• RCWG\n• Heads of Faculties\n• PVC-RI\n\n\n\n\n\n\n\n\n\n\n\n\n\n• Faculty-HR\n• RCWG\n\nBroad and specific responsibility can show a joined-up approach to working, connects institutional stakeholders around the Researcher Development Concordat and also shares the workload.","• Host quarterly workshops for each Faculty, and biannual institutional workshops.\nSuccess measures like this (i.e., \"action completed\") are acceptable but should be complemented by other measures that  show the impact of the action.\n\n• Drafting of workshop reports led by research staff attendees, and reports instated as a standing agenda item at Faculty committee meetings.\n• At least 30 research staff attendance (on average) at Faculty workshops. Positive post-event feedback from at least 80% of research staff attendees.\n\n• At least 40% of research staff (on average) across all 5 Faculties respond to Faculty pulse surveys.\n\nSuccess measures like these allow institutions to qualitatively and quantitatively assess progress against the obligation. Note the words underlined in the obligation and consider how the success measures could align with these. Setting numerical (i.e., SMART) targets can provide an unambiguous benchmark to report progress against in the future.",null,"Programme of workshops conducted digitally due to ongoing COVID restrictions (1). Attendance was encouraging, with a good number of research staff joining and contributing to both discussions and the chat function. Research staff were less engaged in the reporting of the workshops than hoped, partially attributed to the less stimulating setting of online events.\nFeedback from research staff attendees was very positive, and both this feedback and the workshop discussion points were fed into Faculty committee meetings. In one instance, this prompted a Head of Faculty to set up focus groups to explore one particular issue more closely.\n\nFaculty pulse survey engagement was  encouraging, albeit variable across the Faculties. The findings and trends will help inform future Concordat action plans and the university's Research Culture manifesto.\n\nBy describing the action's progress in narrative form, institutions can explain success in greater detail, or mitigate challenges experienced, by providing helpful contextual information. ","• All 5 Faculties' workshops held quarterly, as well as two workshops held at an institutional level.\n\n• Workshop reporting only partially led by research staff across the Faculties. All Faculty committees successfully instated research culture reports as an agenda item.\n\n• 34 research staff attended each workshop on average. 86% of research staff attendees gave positive post-event feedback, with 84% saying they \"found the workshop to be helpful\".\n\n\n• 38±3% of research staff responded to pulse surveys across all Faculties, although some only received 35% research staff response rates.\n\nEnsuring you report against all success measures provides a better assessment of the impact achieved and shows commitment to researchers that the institution cares about their views and behaviour.\n","no further action\n\n(action now considered normal business)\n\nAfter selecting from one of the set responses in the column header, institutions can briefly indicate the rationale for this decision (e.g., \"action successfully embedded\" or \"action delayed, partially completed\")."]
[null,"ECR1","Encourage researchers to actively contribute to the development and maintenance of a supportive, fair and inclusive research culture and be a supportive colleague, particularly to newer researchers and students.","Even if no action is intended/needed, it is encouraged to include success measures that show how different stakeholders engage with/benefit from other actions. ",null,"Jul-23\n","• RCWG","At least 70% of research staff answering CEDARS q42.4 (\"feel included in your immediate research environment/group\") agree or strongly agree (CEDARS 2021: 62%)","Survey response rate in 2021: 16% research staff (n=147)\n\nOptional: This space can be used to provide details not suitable for the other columns. For example, you can add information relevant to an action and/or a success measure to help demonstrate feasibility. ","CEDARS response rate improved considerably after a campaign of targeted communications. This coincided with less positive responses for q42.4 than anticipated, suggesting that the university is now successfully reaching a previously 'silent' yet dissatisfied group of research staff with the survey.","64% of research staff responded agree/strongly agree for CEDARS q42.4.\n\n22% of all research staff (n=202) responded to CEDARS."]
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[null,null,"* The Researcher Development Concordat defines researchers as individuals whose primary responsibility is to conduct research and who are employed specifically for this purpose by a higher education institution or research institute. The primary audience is research staff, e.g. postdoctoral researchers, research fellows, research assistants. The Researcher Development Concordat encourages institutions to include other groups who actively engage in research as beneficiaries of their Concordat action plan.  These could be postgraduate researchers; staff on teaching and research, or teaching contracts; clinicians; professional support staff; technicians.  "]
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[null,"Further hyperlinks and Supplementary Information (more rows can be added)",null,null,null,null,"Abbreviations and Glossary  (more rows can be added)"]
[null,1,"www.university.ac.uk/researchculture/researchcultureworkshops/summary",null,null,null,"PVC-RI","Pro-Vice Chancellor for Research & Innovation"]
[null,2,"Using these spaces can help keep the main body of the action plan as concise as possible.",null,null,null,"RCWG","Research Culture Working Group"]
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["Suggested categories:"]
["Principle 1: Environment and Culture"]
["Awareness and engagement"]
["Research Integrity"]
["Policy development"]
["Principle 2: Employment"]
["Recruitment and induction"]
["Recognition, reward and promotion"]
["Responsibilities and reporting"]
["People management"]
["Job security"]
["Principle 3: Professional and Career Development"]
["Championing professional development"]
["Career development reviews"]
["Career development support and planning "]
["Diverse careers"]