Building a Research Profile

Buildin" rel="nofollow">ing a Research Profile Order Description write an Assignment for 'Buildin" rel="nofollow">ing a Research Profile' course. It is part of a Master in" rel="nofollow">in Education in" rel="nofollow">in postgraduate academic practise. Here is the in" rel="nofollow">info we get from the course leader regardin" rel="nofollow">ing the assignment: A written assignment (between 2000 and 2500 words) on one of the followin" rel="nofollow">ing topics: - A personal five-year research strategy and fundin" rel="nofollow">ing plan (or plan for a research group) meetin" rel="nofollow">ing both in" rel="nofollow">individual goals and the goals of the School/College; this could in" rel="nofollow">include: scopin" rel="nofollow">ing of national and in" rel="nofollow">international fundin" rel="nofollow">ing sources, analysis of strategy and policy related to disciplin" rel="nofollow">ine, contin" rel="nofollow">ingency plans and assessment of risk, an assessment of balance between research and teachin" rel="nofollow">ing activities within" rel="nofollow">in an in" rel="nofollow">individual's current role. or - A personal 3-year plan for in" rel="nofollow">increasin" rel="nofollow">ing ones research profile and in" rel="nofollow">influence as an academic; this could in" rel="nofollow">include: strategies for, and demonstrated progress in" rel="nofollow">in, achievin" rel="nofollow">ing visibility, buildin" rel="nofollow">ing and sustain" rel="nofollow">inin" rel="nofollow">ing research networks, publication plans and other demonstrated research outputs. or - A personal plan for public engagement/knowledge exchange and the demonstration of impact; this could in" rel="nofollow">include: plans for relevant skills development, an analysis of how the skills will impact other areas of the academic role, plans for developin" rel="nofollow">ing materials/resources/events/activities for various audiences, reflections on current issues associated with the public understand of science/public policy and governance. Additional advice and in" rel="nofollow">information: In preparin" rel="nofollow">ing assignments please consider the followin" rel="nofollow">ing poin" rel="nofollow">ints. First is to encourage you to steer your treatment of either of the assessment topics in" rel="nofollow">in a direction that is of most use to you, second is to ensure that you draw upon and reference relevant literature. The in" rel="nofollow">intention of the first topic "personal five-year research strategy and fundin" rel="nofollow">ing plan" is to step back and thin" rel="nofollow">ink long term and holistically about your overall strategy. This could in" rel="nofollow">include consideration of your personal research priorities; balance between academic publication and knowledge exchange; how your approach or priorities might evolve or develop; how this compares to current and future fundin" rel="nofollow">ing opportunities and fundin" rel="nofollow">ing body priorities - and how you might respond over an extended time to these factors. Some of the general references lin" rel="nofollow">inked to academic career plannin" rel="nofollow">ing may be useful for this approach, as might literature on academic identities and lin" rel="nofollow">inks to fundin" rel="nofollow">ing body plans. Lin" rel="nofollow">inks to more specific areas (e.g. academic publication strategies and aspects of knowledge exchange) may also be relevant. You could also take a more theoretical or conceptual slant to this topic and/or consider the balance between different dimensions of an academic career (i.e. research/teachin" rel="nofollow">ing/service). It is entirely up to you. The second option provides an opportunity to focus in" rel="nofollow">in more detail on your research profile. This could consider academic publications and research networks, coverin" rel="nofollow">ing both your plans and approach (e.g. use of social media). The third option provides an opportunity to consider one or more dimensions of knowledge exchange and impact. These topics could focus on your personal plans and the practicalities of how you might implement these (and some of the references for knowledge exchange and impact provide a startin" rel="nofollow">ing poin" rel="nofollow">int for this) or you could take a more theoretical or conceptual slant to either topic. It is entirely up to you. To help you get a clear sense of what to do we have provided a copy of our markin" rel="nofollow">ing proforma and an annotated markin" rel="nofollow">ing proforma with additional guidance. (I will send you those files after I place the order). I need an assignment that cover the above requirements. Option 3 should be easier to do. The plan must be based on my scientific career. Ideally, I would need a writer expert in" rel="nofollow">in molecular biology, scientific research and academic teachin" rel="nofollow">ing. I would like you to write an assessment that in" rel="nofollow">includes a personal plan for public engagement/knowledge exchange and the demonstration of impact. As I am a scientist in" rel="nofollow">in the field of epigenetic and kidney development, a science teacher at the university and a filmmaker, you could in" rel="nofollow">include in" rel="nofollow">in this assessment a plan for public engagement, outcast plan for primary and secondary school, Collaboration with screenwriters in" rel="nofollow">in order to use science in" rel="nofollow">in fictions. Please in" rel="nofollow">include at least 10-15 references from literature and high impact journals. I would like to have a discussion with the writer before he/she starts to write the assignment. Here some references suggested by the course organiser: Articles by Gerlese Åkerlin" rel="nofollow">ind that consider researcher/academic identities (how academics see themselves and their role and how this can in" rel="nofollow">influence their approach to research and research profile) along with other publications that consider the relationships between in" rel="nofollow">individual academics, Universities, disciplin" rel="nofollow">inary and other academic communities. Åkerlin" rel="nofollow">ind G S (2008) An academic perspective on research and bein" rel="nofollow">ing a researcher: an in" rel="nofollow">integration of the literature; Studies in" rel="nofollow">in Higher Education - STUD HIGH EDUC , vol. 33, no. 1, pp. 17-31 Åkerlin" rel="nofollow">ind G S (2008) Growin" rel="nofollow">ing and developin" rel="nofollow">ing as a university researcher; HIGHER EDUC , vol. 55, no. 2, pp. 241-254 Lucas L (2006) The Research Game in" rel="nofollow">in Academic Life, Open University Press MacFarlane B (2009) Researchin" rel="nofollow">ing with Integrity: the ethics of academic enquiry, Routledge Barnett R [Ed] (2005) Reshapin" rel="nofollow">ing the University: New Relationships Between Research, Scholarship and Teachin" rel="nofollow">ing, Society for Research in" rel="nofollow">into Higher Education, Open University Press Practical advice on academic career plannin" rel="nofollow">ing Covey S (2004) Seven Habits of Highly Effective People, Simon & Schuster Harvard Busin" rel="nofollow">iness Review (2011) HRB’s 10 Must Reads on Managin" rel="nofollow">ing Yourself Delamont S and Atkin" rel="nofollow">inson P (2004) Research Careers and Cultures - A Practical Guide, Society for Research in" rel="nofollow">into Higher Education Open University Press Ali L and Graham B (2000) Movin" rel="nofollow">ing on in" rel="nofollow">in Your Career, Routledge Falmer Delamont S and Atkin" rel="nofollow">inson P (2004) Successful Research Careers: a practical guide, Open University Press Researcher Development Framework (2010) Vitae Thrift N (2008) Research Careers in" rel="nofollow">in the UK: a Review (Department of Busin" rel="nofollow">iness, Innovation and Skills) International and UK academic career structures https://www.leru.org/in" rel="nofollow">index.php/public/extra/careermapseurope/ Athena Swan at Edin" rel="nofollow">inburgh https://www.ed.ac.uk/schools-departments/equality-diversity/in" rel="nofollow">innovation-development/athena-swan Chemical Imbalance https://chemicalimbalance.co.uk/ Research-Teachin" rel="nofollow">ing Lin" rel="nofollow">inkages Bomberg, E. 2016. “It’s time to focus on teachin" rel="nofollow">ing-research synergies”. Blog post on Edin" rel="nofollow">inburgh Teachin" rel="nofollow">ing Matters site (18 February 2016) https://www.teachin" rel="nofollow">ing-matters-blog.ed.ac.uk/?p=198 Personal perspective from Prof Elizabeth Bomberg Brew, A. 2010. “Imperatives and challenges in" rel="nofollow">in in" rel="nofollow">integratin" rel="nofollow">ing teachin" rel="nofollow">ing and research”. Higher Education Research & Development, 29, 139-150. Discussion of issues and applications with particular focus on research in" rel="nofollow">intensive university (Sydney) Gunn, V. 2011. “Main" rel="nofollow">intain" rel="nofollow">inin" rel="nofollow">ing research-min" rel="nofollow">indedness in" rel="nofollow">in Scotland’s universities in" rel="nofollow">in a time of sector-wide change”. Scottish Enhancement Themes Website https://www.enhancementthemes.ac.uk/pages/docdetail/docs/publications/main" rel="nofollow">intain" rel="nofollow">inin" rel="nofollow">ing-research-min" rel="nofollow">indedness-in" rel="nofollow">in-scotland Reflections from review of practice in" rel="nofollow">in Scottish Universities Healey, M. 2005. “Lin" rel="nofollow">inkin" rel="nofollow">ing research and teachin" rel="nofollow">ing: disciplin" rel="nofollow">inary spaces and the role of in" rel="nofollow">inquiry-based learnin" rel="nofollow">ing”. In: R. Barnett (Ed.) Reshapin" rel="nofollow">ing the university: new relationships between research, scholarship and teachin" rel="nofollow">ing, 67-78. SRHE and Open University Press, McGraw – Hill Education Analytical framework for understandin" rel="nofollow">ing the relationship between disciplin" rel="nofollow">inary research, teachin" rel="nofollow">ing & learnin" rel="nofollow">ing Healey, M., Flin" rel="nofollow">int, A. & Harrin" rel="nofollow">ington, K. 2014. “Engagement through partnership: students as partners in" rel="nofollow">in learnin" rel="nofollow">ing and teachin" rel="nofollow">ing in" rel="nofollow">in higher education”. Higher Education Academy. https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learnin" rel="nofollow">ing-and-teachin" rel="nofollow">ing-higher-education Includes discussion of Healey 2005 framework in" rel="nofollow">in context of student engagement/partnership Malcolm, M. 2014. “A critical evaluation of recent progress in" rel="nofollow">in understandin" rel="nofollow">ing the role of the research-teachin" rel="nofollow">ing lin" rel="nofollow">ink in" rel="nofollow">in higher education”. Higher Education, 67, 289-301 Other Readin" rel="nofollow">ing and resources Readin" rel="nofollow">ing lists and lin" rel="nofollow">inks to websites and other resources: Knowledge Exchange and Impact KEImpactReadin" rel="nofollow">ing listMay2013.doc (Anne Sofie Laegran) Background material from the National Co-ordin" rel="nofollow">inatin" rel="nofollow">ing Centre for Public Engagement: What is public engagement Collaboration Short guide to leadin" rel="nofollow">ing in" rel="nofollow">interdisciplin" rel="nofollow">inary in" rel="nofollow">initiatives on ISSTI Interdisciplin" rel="nofollow">inary wiki - www.tin" rel="nofollow">inyurl.com/idwiki Collaboration resources and references SS.docx (from Sara Shin" rel="nofollow">inton)