Tampere Institute for Advanced Study Mentoring Handbook : Version 1.0

Tampe e Ins i u e o Ad anced S udy Men o ing Handbook Ve sion 1.0 Rebecca Boden Juha Tepe i No embe 2022 Tampe e Ins i u e o Ad anced S udy Men o ing Handbook Ve sion 1.0 Layou : Ma jukka Vi kajä i © Au ho s & Tampe e Uni e si y ISBN 978-952-03-2685-2 (e-publica ion) T epo, he Open Ins i u ional Reposi o y o Tampe e Uni e si y Tampe e Uni e si y 2022 Table o Con en s Who is his Handbook o ? 1. Wha is men o ing and why migh you bene i om i ? ........................ 1 The eali ies o esea che s’ ca ee s Wha can we do as an academic communi y o make hings be e ? OK, why men o ing and wha is i anyway? Wha should he uni e si y communi y be doing o help me? 2. Le ’s alk ca ee s and s a egies o ha e a success ul one...................... 3 Ca ee s and s a egies Thinking s a egically abou you sel Wha do you need o do? 3. Men o ing P ocesses and P ac ices (a Tampe e IAS and possibly elsewhe e) ..................................................................................... 8 Wha abou he men o s? How do men o s and men ees ge oge he ? How do men o s and men ees decide hey can wo k oge he ? 4. Doing he wo k .......................................................................................... 11 Wha should he g ound ules be? S uc u ing he ela ionship h ough conc e e ac i i ies/ou pu s The i e-yea s a egic ca ee plan Compiling a CV 5. Resou ce Lib a y ....................................................................................... 21 In o ma ion Shee o Po en ial Men o s .................................................. 25 Tampe e IAS Tool o Iden i ying Men o ing Needs and Capabili ies ... 26 CV Templa e .................................................................................................. 27 Who is his Handbook o ? This Handbook is a collabo a i e p oduc ion by people in and associa ed wi h Tampe e Ins i u e o Ad anced S udy, a Tampe e Uni e si y. Du ing 2021–2022, he IAS an a pilo men o ing scheme wi h i s Resea ch Fellows. This small ac ion lea ning p ojec was designed o coope a i ely de elop an app oach o men o ing ha would assis he Fellows, bu which could also be sha ed wi h he es o he Tampe e Uni e si y communi y, and beyond. We ook a holis ic app oach o his wo k. We didn’ jus ocus on he p ac icali ies o a men o ing scheme, like how o ge a men o o how o en should you mee , impo an hough such hings a e. We also placed g ea emphasis on an app oach o building and enjoying a success ul academic ca ee ha can be ope a ionalised h ough men o ing a angemen s. Acco dingly, a e b ie ly in oducing men o ing, in Sec ion 2 his Handbook alks abou how o app oach building a ca ee in a pu posi e and conside ed way. Then, in Sec ions 3 and 4, we u n o how men o ing can suppo ha ca ee -de elopmen ac i i y. This Handbook is a p ac ical guide o men o ing and cap u es wha was lea ned du ing he p ojec . I ’s also a dynamic documen – we hope ha , as expe ience and unde s anding g ows ac oss he Uni e si y and beyond, we can cap u e ha and inco po a e i in o his Handbook. So, i you ha e eedback o ma e ial o sha e ha you hink could be use ul o o he s, please email his o [email p o ec ed] Please don’ ea his Handbook as a cookbook, elling you exac ly wha o do and how o do i . Ra he , i is like a ( a el) guidebook: you use i o acquain you sel wi h gene al ideas and concep s, and hen pick he pieces ha you hink se e you bes . Men o ing equi es mu ual consen and collabo a ion – his Handbook is me ely a esou ce o colleagues o use as hey oge he hink bes – o no a all. We hope you ind i use ul. A inal no e: his handbook is made public wi h he in en ion o allow as wide use o i as possible. I is licensed unde a C ea i e Commons A ibu ion-Sha eAlike 4.0 In e na ional License. Tampe e, No embe 2022 Rebecca Boden Juha Tepe i 1 1. Wha is men o ing and why migh you bene i om i ? The eali ies o esea che s’ ca ee s Being an ea ly o mid-ca ee academic, almos anywhe e in he wo ld, is a p e y ha d ask igh now. P eca ious employmen , long chains o sho e m jobs, escala ing wo k demands and pe o ma i e p essu es a ound wha o wo k on and whe e o publish e c. can all con ibu e o a di icul employmen en i onmen . This c ea es in ense and o en unpleasan p essu es on people. This isn’ jus bad news o esea che s; he cu en na u e o he academic wo k en i onmen can lead o a dis o ion o he knowledge-building wo k o uni e si ies. Tha is, hese kinds o employmen p essu es can ad e sely a ec wha academics do and how we do i , o he de imen o science and socie y. Fo ins ance, esea ch agendas o publica ion plans can be in luenced by he need o ge a job a he han wha is good science. So, how can esea che s build good, success ul and enjoyable ca ee s, whils main aining hei in eg i y and p oducing excellen and use ul wo k in such an en i onmen ? How can hey balance hei own ca ee desi es wi h he inc easing wo kplace expec a ions placed on hem? Ge ing his igh is ce ainly impo an – happy, ul illed scien is s a e much mo e c ea i e and inno a i e, and p oduce much be e wo k. E e ybody wins i esea che s a e happy in hei wo k. Wha can we do as an academic communi y o make hings be e ? One op ion is o wai a ound o wholesale global highe educa ion e o m. Ano he is o indi iduals, wi h help and suppo om colleagues, o exe cise hei agency and y o make he bes wo king ca ee o hemsel es (and he eby bene i hei ins i u ions). This won’ sol e e e y p oblem o cou se – he issues in highe educa ion a e oo undamen al o ha – bu i can be an e ec i e app oach in many ways and, a he e y leas , gi es he indi idual some sense o con ol o e di icul and u bulen ci cums ances. The app oach Tampe e IAS akes is g ounded in such no ions o p oac i e sel -help. And ha help has o ha e, a i s hea , he bes in e es s o he esea che . Acco dingly, his Handbook uses he me apho o he bus 🚌, and he no ion ha he indi idual esea che should always be in he d i ing sea o hei own bus. Buses a e use ul, hey help people, and hey do good wo k. They also a el. Whe e he bus goes and how good i is ul ima ely depends upon he d i e , al hough hey also ha e con- s ain s like a ic ules and bosses back a he bus ga age – hey ha e o ope a e in con ex s. Buses also ha e passenge s who boa d and ge o bu who, o longe o sho e pe iods, accompany he d i e on he jou ney. Bus d i e s ha e o coope a e wi h and in e ac posi i ely wi h he passenge s. 2 Gene ally, how well a bus p oceeds is dependen on he ac ions, skills and decision making o he pe son a he wheel. D i e s ha e agency bu also ha e o be lexible, adap i e, ca e o hei passenge s and ake esponsibili y. So his Handbook helps ea ly and mid-ca ee esea che s (and hose who suppo and help hem) o lea n abou how hey migh , me apho ically, d i e hei own ca ee bus – how o ca e ully, and e lexi ely, make hei own way success ully and p oduc i ely h ough a complex se o social and ins i u ional ela ionships. OK, why men o ing and wha is i anyway? The e ms ‘coaching’ and ‘men o ing’ o en ge used in e changeably. S ic ly, coaching is a ‘pull’ ac i i y, encou aging people (o hem encou aging hemsel es) o ind ways o achie e wha hey wan o achie e and a e capable o . I o en comp ises encou aging he indi idual o se e y speci ic goals and hen making hem accoun able o mee ing hem. Men o ing can be seen as mo e ‘push’ – he delibe a e s ee ing owa ds speci ic compe encies, ways o doing hings, and unde s andings. Impo an ly, men o ing is an enabling, no a di ec ing ac i i y. Tha is, men o ing should equip he men ee o d i e hei own bus. In u h, coaching and men o ing a e on a spec um and he bounda y be ween hem is a uzzy one. I ’s impo an no o ge oo hung up on dis inc ions. This Handbook uses he e m men o ing, bu i ’s likely ha some o you wo k will s ay owa ds coaching – ha ’s also ine. Wha should he uni e si y communi y be doing o help me? The adi ional unde s anding o a uni e si y is ha i is a sel -go e ning communi y o schola s – people who ha e come oge he o u he science, knowledge c ea ion and eaching. In cu en imes, some imes we lose sigh o ha and ely a he oo much on ‘managemen ’ o di ec wha is done a a uni e si y. This Handbook emphasises ha we a e a communi y, and ha i we assis and suppo o he s, e e yone bene i s. Good men o ing comes om ha ing such a cul u e o mu ual suppo and enablemen , especially o ea ly and mid-ca ee esea che s. Men o ing schemes can ha e g ea e ec s in e ms o building s onge and mo e collegial wo king communi ies. Jussi had a doc o a e in public adminis a ion om a good uni e si y bu became discon- en ed when he was on his second sho e m uni e si y con ac wi h poo p ospec s o a pe manen job. His mo e senio (and pe manen ) colleagues wan ed him o s ick a ound, bu he decided o e ain as a ax o ice , ising o qui e a senio le el. A e i e yea s, he academic employmen si ua ion had eased, and he ealised ha he had new and aluable inancial skills which could be used in esea ch on public adminis a ion. He e u ned o he academy – bu o a business school a he han a poli ics depa men because he eal- ised ha he e we e much be e oppo uni ies he e in a di icul uni e si y en i onmen . 9 o hei wide academic communi ies. They some imes ind i ha d, bu also e y ewa ding, wo k. Men o s also ind ha men o ing helps hem o e lec on and de elop hei own wo k and ca ee s. This wo k also helps men o s o demons a e hei leade ship skills and commi men o he de elopmen o he academic communi y – so i helps hem o nu u e hei own ca ee s oo. In sum, being a men o is eally impo an ‘good ci izen wo k’ inside he academy and needs o be ewa ded and celeb a ed. De eloping a pool o men o s needs o be unde aken p oac i ely o ensu e ha he e is a su icien numbe a ound and ac i e. Wi hou his, he e’s a isk ha men o ing ei he doesn’ happen, o happens andomly and ails o each he people who eally need i o gi e hem wha hey need. In Tampe e IAS, he choice o men o s is no limi ed o he p e-exis ing pool. Men o s can be iden i ied ou side he pool, ypically in cases whe e a special so o men o is needed o wan ed. Men o ing isn’ a skill ha comes na u ally – we need o hink abou i , e lec on wha we do and lea n om o he s in de eloping ou men o ing s yles. Men o ing skills need con inuous wo k and a en ion. To help de elop hese skills, Tampe e IAS p o ides aining wo kshops o men o s. The co e o he aining cu en ly consis s o wo hal -day sessions, o ganised owa ds he end o he calenda yea . These p o ide an oppo uni y o e lec on wha i is o be a good men o and o discuss men o ing wi h colleagues. These aining sessions a e highly ecommended o all esea che s who plan o be ac i e IAS men o s. The sessions a e also open o all senio colleagues ac oss he uni e si y p o ided he e a e places. In addi ion, he IAS will hold an annual hal -day in e nal con e ence o men o s and men ees, whe e e e yone can come oge he o sha e and lea n abou men o ing p ac ices. The con e ence is open o all colleagues ac oss he uni e si y. To en ol in he aining wo kshops, and o a end he men o ing con e ence, please ollow he in o ma ion on he men o ing pages o Tampe e IAS a h ps:// esea ch. uni. i/ ampe e-ias/men o ing/. You can also eques in o ma ion om ampe e.ias@ uni. i. How do men o s and men ees ge oge he ? Like any 1-2-1 ela ionship, he app op ia e ma ching o men ees and men o s is impo an , can be di icul , and a imes down igh p oblema ic. Many men o ing schemes ope a e on a kind o ‘a anged ma iage’ basis – e ec i ely, someone simply alloca es men o s o men ees. Repo ed expe ience is ha his can be a bi hi and miss and can ha e poo ou comes. On he o he hand, some people in ou p ojec said ha being almos andomly alloca ed a men o could lead o 10 se endipi ous bene i s as hey we e challenged by pe spec i es ha hey had ne e me be o e. Howe e , gene ally speaking, indi iduals’ men o ing compe encies and needs a y conside ably, and only he people di ec ly in ol ed in he ela ionship can know i i is going o wo k. As such, we hink alloca ion o men o s o men ees as a echnical adminis a i e p ocedu e is usually bes a oided. Ano he app oach is simply o ely on men ees inding hei own men o . O en, senio academics a e mo i a ed o ac as a men o , when a younge colleague has iden i ied hem pe sonally as someone ha ing some hing impo an o sha e. Bu his app oach can also be p oblema ic – i places he onus on less expe ienced and pe haps less con iden colleagues o go and ‘ask o a ou s’ om busy people who hey migh be a bi in awe o . Those who migh eel somewha ma ginalised can ha e eal di icul ies in such ci cums ances. We ound ha a hyb id sys em is bes , one ha has wo ou es. The i s is ha men ees can simply app oach someone o hei choosing, suppo ed by he ma e ials IAS p o ide, and see i hey can so hings ou o hemsel es. A second ou e is ha he IAS scheme has a pool o ecognised men o s who ha e sui able expe ience o ha e had some aining and ha e speci ically indica ed a willingness o ake on his wo k. These po en ial men o s will all iden i y how hey p e e o wo k and he so s o hings ha hey can help people wi h. This panel o men o s can hen be app oached by men ees o ask o help. Again, IAS p o ides ma e ials and esou ces o assis in his p ocess (see Chap e 5: Resou ce Lib a y, go o p. 21, Sec ion A: Tools o use in p epa a ion o men o ing p ocess). I hese app oaches ail, a hi d, ailsa e, op ion is a ailable. The IAS o ice can become mo e di ec ly in ol ed in iden i ying a sui able men o . The impo an hing is o make su e ha men ees ind men o s, bu also o keep i lexible and unde he con ol o he men ee. How do men o s and men ees decide hey can wo k oge he ? Be o e men o s and men ees ge oge he , i is impo an ha men o s unde s and wha hey can o e and be able o a icula e i . The IAS aims in i s aining and h ough i s con e ence o help men o s unde s and wha hei pa icula s eng hs a e and who hey wo k bes wi h. The IAS has de eloped a simple one-page in o ma ion shee o men ees o use when ini ially app oaching a po en ial men o o assis ance. I can be ound in Chap e 5: Resou ce Lib a y, go o p. 21, Sec ion A: Tools o use in p epa a ion o men o ing p ocess). The men ees mus also gi e ca e ul ini ial hough o wha hey need. The wo k on hinking s a egically abou you ca ee ou lined in Sec ion 2 abo e is designed o help wi h his. I won’ necessa ily be possible o men ees o be de ini i e abou wha hey 11 need – bu ha ini ial s a egic hinking will o m a aluable basis o an explo a o y discussion wi h p ospec i e men o s. The IAS has p epa ed a Tool o Iden i ying Men o ing Needs and Capabili ies (included in Chap e 5, Resou ce Lib a y, go o p. 21, Sec ion B). I ’s designed o men ees o hink abou and exp ess hei needs. I aims o help s a a discussion wi h p ospec i e men o s – no o be a de ini i e o demanding shopping lis . And he same iden i ica ion ool can be used by men o s when egis e ing wi h he pool o men o s, o iden i y a eas whe e hey eel mos con iden o p o ide hei suppo . Men ees can hen app oach hei p ospec i e men o s wi h a copy o his Handbook and he esul s o hei use o he ool and ini ia e a discussion as o whe he hey can wo k oge he success ully. People ha e hei own way o app oaching such discussions. Men o s who pa icipa ed in he IAS p ojec old us o a a ie y o app oaches ha hey used o ha e ini ial discussions abou how o mu ually decide i he pai ing was unc ional, and o decide how hey would wo k oge he . I eally helps i men ees go along o ini ial discussions ha ing done some s a egic planning wo k so ha hey a leas ha e some so o idea abou wha hey need and how hey like o wo k. 4. Doing he wo k Wha should he g ound ules be? Because his is a ela ionship be ween men o and men ee, i is up o he indi iduals in ol ed o shape i and manage i . Howe e , we hink ha he e a e some basic ules ha need o be obse ed by e e yone. Con iden iali y – hings said in he con ex o men o ing need o s ay be ween he people di ec ly in ol ed unless i ’s mu ually ag eed o he wise. So i ’s no Gab iela is a biomedical scien is , whose academic ca ee has ad anced well. Now she is a c oss oads: one o he key indings holds a p omise o a majo inno a ion. She is con empla ing he possibili y o b inging he inno a ion o he ma ke by o ming a s a - up company. She has en olled in a men o ing p og amme. Th ough a mu ual iend, she was in oduced o Helen, one o he op esea che s in he esea ch a ea. Helen p omised o ac as he men o o Gab iela, and om he i s mee ing, hey enjoyed being able o discuss di icul ques ions. Howe e , i u ned ou ha Helen had limi ed expe ience in inno a ions, and she had ne e wo ked in o closely wi h comme cial en e p ises. Gab iela and Helen decided oge he ha Gab iela would look o ano he men o . Howe e , when he wo occasionally mee , hey always ake some ime o ha e a cha . 12 OK o say ‘Anna inds you being he boss unbea able’ o ‘A o plans on lea ing as soon as he can’. Sepa a ing men o ing and managemen – gene ally, we ha e ound ha i is bes o keep hese oles sepa a e. On ou p ojec , we ound ha manage s’ pe cep ions o he needs o ge he ‘bes ’ ou o people o he o ganisa ion, o mee p essing o ganisa ional impe a i es, could con lic wi h he needs o he indi idual – ye men o ing mus be all abou he indi idual. Mixing men o ing and managing oles can, we ound, unde mine con idence and us in he p ocess. In p ac ice his means ha i is inad isable ha he men ee’s o mal supe iso ac s as he men o . No seeking ad an age -- men o ing is abou helping he men ee o de elop and should ne e e e be seen as a way o nu u ing ela ionships ha migh lead o special a ou s o ixes ha a en’ en i ely p ope . Yes, a men o could help a men o p epa e o a job in e iew. No, hey shouldn’ ha e a cha wi h he chai o he in e iew panel. Ideally, howe e you play i , men o s and men ees who ag ee o wo k oge he should ha e a clea unde s anding be ween hem o wha hey aim o do and how – a men o ing plan. Some people like o w i e his down, o he s keep i mo e in o mal. I ’s impo an o keep e isi ing his ag eemen and modi ying i o make su e ha i ’s wo king o bo h o you. Ideally, men o ing ela ionships shouldn’ ha e any ixed li e ime – hey should las as long as hey a e use ul and p oduc i e. Tha said, e y sho - e m pa ne ships a en’ likely o be long enough o le you de elop he kind o wo king ela ionship ha will b ing subs an ial bene i s. I ’s a good idea o ha e a egula discussion abou whe he he men o ing is doing he job in ended and, i no , o i he men ee eels ha hey need some hing di e en om someone else, hen ei he side should eel able o e mina e i cou eously, wi hou any d ama, and wi hou eelings o accusa ions o guil , ailu e o inadequacy. S uc u ing he ela ionship h ough conc e e ac i i ies/ou pu s Men o ing wo ks bes i he wo k is, by mu ual ag eemen , s uc u ed wi h some de ined desi able ou comes – eal hings o be achie ed. Tha way, you’ll a oid men o ing sessions becoming cosy cha s ha don’ eally go anywhe e. One way o s uc u ing ea ly con e sa ions is o use he ool in ou Resou ce Lib a y o p o ide a lis o po en ial opic headings. Ou comes migh be e y s a egic and gene al. Fo ins ance • De eloping a eally an as ic CV • De eloping a s a egic ca ee plan • De eloping a s a egy o unding applica ions 13 O speci ic ou pu s migh be sho e e m and mo e ac ical, nes ed wi hin you s a egic plan, such as • Making a majo g an applica ion – such as o he ERC • Es ablishing/leading a esea ch g oup • De eloping a majo book p oposal and deli e ing he manusc ip . You, he men ee, decide – bu we do s enuously sugges you ha e a clea ocus. This, o cou se, does no imply ha o he ele an issues shouldn’ be elabo a ed on as you p oceed. In ou p ojec , we s uc u ed he men o ing wo k a ound wo co e asks – d a ing a ull, in e na ional-s anda d CV, and de eloping a olling i e-yea s a egic ca ee plan. This had wo main ad an ages. Fi s , i ga e men ees some solid, use ul ou pu s om he p ocess which can be used o job, p omo ion o g an s applica ions e c. Tha is, hey had documen s ha could be e-pu posed o help hem in hei ca ee s ages. Second, wo king on hese documen s oge he ga e a ocus o he men o ing wo k and acili a ed deepe e lec ion a ound he na u e o men ee’s wo k and o hei ca ee s. These wo documen s should, ideally, complemen each o he . The CV s ands as a eco d o achie emen , jus i ying he na a i e in he plan, which con ex ualises and explains i . The CV should in o m he de elopmen o he plan – p o iding he da a – and wo king on he plan should make you hink abou s eng hs o gaps in you CV. In he es o his sec ion, we will go h ough he s a egic ca ee plan and he CV, explaining how you migh app oach hem. We hope his ma e ial gi es men o s and men ees some hing o wo k oge he on ha has a use ul, angible p oduc . The i e-yea s a egic ca ee plan Why do a plan? A good way o making su e ha you a e in as much con ol as possible o whe e you ca ee is going – d i ing you own ca ee bus – is o w i e a olling i e-yea s a egic esea ch plan. ‘Rolling’ simply means ha you e isi he plan egula ly, and a leas once a yea . This is a documen in which you desc ibe and analyse whe e you ha e go o in you ca ee , wha i is you wan o achie e, and se ou he s eps necessa y o achie ing ha . You ca ee plans migh be o mo e ou o uni e si ies – ha ’s ine, you s ill need a plan. Only poo plans can’ be modi ied – you plan needs o be e iewed easonably egula ly ( he equency o e iews will depend upon how as -mo ing you ca ee is). Bo h he ini ial de elopmen o a s a egic ca ee plan and i s e iew a e good ac i i ies o men o ing sessions. 14 We ad oca e w i ing his plan ou o mally because... • W i ing is an exac and challenging mode o hinking • W i ing you s a egic plan down allows you o sha e i wi h men o s and pee s and discuss i in a mo e conc e e way • W i ing i down acili a es sel - e lec ion and he planning p ocess • Ha ing such a documen comes in use ul when you a e applying o enu e, p omo ion o a new job – you ha e a good na a i e ex abou you sel ha can be eadily e-pu posed. Fo ins ance, mos academic job applica ions ei he ask o a plan o u u e ac i i ies o a de ailed co e ing le e in which applican s ha e o se ou hei ‘ma ke s all’ o wha hey ha e done and whe e hey wan o de elop. Wha ’s he bes app oach? Le ’s pause he e o a momen and hink abou some concep s. Ou pu s a e angible hings ha ge p oduced by a p ocess – like jou nal pape s ha eme ge om a esea ch p ojec . Ou comes a e he consequences o a p ocess – how hings u n ou in a mo e gene al sense – like opening up a whole new esea ch ield migh be an ou come o a esea ch p ocess. Ou pu s a e easie o coun o measu e han ou pu s. A common p oblem, in hese pe o mance-measu emen -obsessed imes, is o people o s a hei s a egic ca ee plans by p omising all he pape s hey a e going o publish and all he g an s hey will apply o e c. Tha is, hey p omise ou pu s o he ype ha hey hink will make senio colleagues happy. This isn’ a good app oach – i ’s he so o pe o ma i e box- icking ha leads o someone else d i ing you ca ee bus. You can end up bouncing a ound in you wo k, losing you way and no eally achie ing he ou comes ha a e good o you and you ca ee and wha you a e capable o . You migh ha e a lo o ou pu s, bu i ha ’s all you ha e, you a en’ d i ing you wo k o wa d – he quan i y a he han he quali y is likely o domina e, and he ou comes a e likely o ha e li le cohe ence. James and Raquel we e he supe iso s o a coho o middle ca ee enu e- ack esea che s and had o ag ee wi h hem hei i e-yea objec i es. This had o be a o mal documen on a uni e si y o m. The esea che s all p oduced i s d a s in which hey p omised x numbe o pape s a yea , y- housands o eu os, e c. – hey we e anxious o imp ess. James and Raquel we e wo ied abou his – hey we e anxious o ensu e ha his ising pool o alen eally did some hing eally c ea i e and inno a i e. So hey sen hem all back o imagine whe e hey wan ed o be in ellec ually and pedagogically in i e yea s- ime, hen wo ked wi h hem, backwa ds, o plan he ou pu s ha would achie e hei desi ed ou comes. All o he esea che s ha e since mo e han ul illed hei p omise. 15 So, he e a e some s eps owa ds a s a egic ca ee plan ha concen a es on ou comes, no ou pu s. S ep #1 – Unde s anding you sel and you wo k – Wha does you bus cu en ly look like? The i s hing ha ’s impo an is o know and unde s and you sel and you wo k – o de elop a na a i e abou you sel o who and wha you a e. A good way o hink abou his is in mul iple, nes ed laye s. We use his pic u e o a bus o explain his. Resea che s usually s a wi h a doc o a e – a esea ch opic. I you go on o a pos -doc, ha ’s ano he opic. This migh be closely ela ed o he doc o a e, building di ec ly on i , o migh be a en u e in a di e en di ec ion. Then ( hese days) he e migh be ano he pos -doc/ opic. Topics can be almos any hing – pape s, collabo a ions o unded p ojec s e c. The opics a e shown as he black do s in he windows o he bus in he pic u e. Topics can be loosely g ouped oge he as agendas o hemes - a g oup o b oadly ela ed i ems. The bounda ies o he agendas a e ep esen ed by he bus windows. As you ca ee g ows, you de elop o he , allied agendas – mo e bus windows – wi h mo e opics in hem. They a e disc e e agendas, bu somehow ela ed because hey a e all de elopmen s o you wo k. Some o his wo k will ake place inside uni e si ies and some o i migh be in ou side o ganisa ions/companies. The hing ha links o connec s all he agendas is he body o he bus i sel - an en elope wi hin which e e y hing si s. Le ’s call ha bus body a pe sonal 16 in ellec ual p ojec – i ’s wha you, as a esea che , a e ‘all abou ’ – wha you’ e d i ing. Mapping ou hese h ee nes ed laye s – opics, agendas and he pe sonal in ellec ual p ojec – is a good s a ing poin in s a egic ca ee planning as i can le you a icula e a cohe en na a i e abou wha you ha e done and whe e you cu en ly a e ca ee -wise. Don’ wo y abou aking some hough ul, e lec i e ime o do his – i can be a complex ask, especially i you ha e been so busy bouncing a ound be ween sho e m con ac s ha you didn’ ha e ime o hink abou you own bigge pic u e. O en, people ind ha doing his helps people o ealise ha hey ha e some g ea oppo uni ies ha hey hadn’ ealised we e he e. New ideas end o su ace. Mos people like o s a his complex bi o wo k wi h hei opics – hose indi idual pieces o wo k, some la ge, some small, ha make up mos o he s u on a CV and wi h which we end o be mos amilia . They a e ou building blocks. So i emise all o hem and hink abou wha cha ac e ises hem. You will hen need o g oup hese opics in o you agendas o hemes. Don’ o ce e e y single piece inside a gi en agenda. Ra he , aim a cohe ence. Essen ially, his is abou unde s anding he co e o you wo k, including he iden i ica ion o dis ac ing ou lie s (i.e. ha wei d p ojec you s a ed and ca y on wi h as a a ou o a iend bu which isn’ eally helping you wo k…). People ha e di e en me hods o doing his – some w i e a pos -i no e o each opic, hen mo e hem a ound on a able un il hey a e sensibly g ouped in o agendas. O you migh use colou ed pens o d aw a diag am on some lipcha pape . I ’s up o you. Men o s a e use ul a his s age as hey can o en see he bigge pic u e be e han you can because you a e in he middle o wha can appea as a muddle. Don’ make hese agendas oo many, oo ull o oo emp y – ou migh be a good uppe limi o numbe o agendas o someone who is ea ly ca ee (bu ha is a ceiling, no a a ge ). And emembe , some o hose agendas migh be mo e applied esea ch o esea ch-led p o essional p ac ice. Once you ha e you esea ch agendas, he di icul bi s a s. You need o o mula e you ‘pe sonal in ellec ual p ojec ’ – his is he g and na a i e ha explains wha you wo k is ‘all abou ’. This is he big pic u e s u – i ’s you bus ha you’ e d i ing. Think abou how all he agendas a e in e ela ed – e en hough a i s hey migh look disconnec ed. As hey a e you agendas, he e will be a cen al d i ing logic a ound why you de eloped hem, e en i you’ e ne e explici ly a icula ed ha . You jus mus unde s and he uni ying h ead in you wo k. Some people ind his qui e sel - e ela o y. 17 S ep #2 – Whe e is you bus going? Once you ha e a clea s a emen o wha you’ e done/a e doing and how i all i s oge he , you need o ake you ime o assess whe e you wan o be in i e yea s’ ime – wha you wan you pe sonal in ellec ual p ojec bus o look like in he u u e, you ou comes. This is big pic u e s u : wha ypes o wo k do you wan o be doing?; wha subjec s and specialisms?; wha do you wan o be no ed o ?; wha expe ise will you ha e? You migh hink o you sel ‘wha will I be when I g ow up?’ Whils you need o ealis ically assess you own skills, abili ies and oppo uni ies, i ’s also impo an o d eam big, o be hope ul and o concen a e on he possible no he p obable. Then wo k ou how you pe sonal in ellec ual p ojec needs o change and de elop om i s cu en o m. This will necessi a e de eloping exis ing agendas and se ing new ones. Some agendas migh be le behind, like passenge s ge ing o he bus. Agendas migh be esea ch o p ac ice based – you migh ha e an agenda ha in ol es eaching o one ha in ol es public engagemen , o e en wo king ou side o uni e si ies in p o essional p ac ice. Wi hin hose agendas, you’ll now need o de ine you new and eme ging opics. These will be he ac i i ies o you wo k – pape s, p ojec s, cou ses, ne wo ks e c. e c. They a e he nu s and bol s o how you p og ess you agendas. Tackling he plan in his e e se o de – s a ing wi h he end goal o wha you wan you pe sonal in ellec ual p ojec o look like hen wo king backwa ds h ough agendas and de ining opics, he ou pu s you need (pape s, ne wo ks, g an s e c) will eme ge na u ally and be meaning ully ela ed o you s a egic ca ee goals. Wha you do will be ou come d i en, no ou pu d i en. You will be d i ing you own bus. S ep #3 – How should he documen de ailing he plan be s uc u ed? Once you’ e been h ough all hese analy ical p ocesses, you will need o ac ually d a you plan. A bi like an academic pape , a s a egic ca ee plan needs o be planned, d a ed, ed a ed, commen ed on by o he s and hen e- w i en/edi ed se e al imes un il you’ e go i igh ( o you). How you choose o p esen you sel in he plan is up o you, bu he e is a simple empla e ha you migh like o conside /adap . 1. S a by explaining wha you cen al, pe sonal in ellec ual p ojec is. A kind o pen-po ai o wha and who you a e as a esea che . This should be a cohe en , b ie and o- he-poin pic u e o who and wha you a e as a p o essional – you majo in e es s, disciplina y ields, heo e ical app oaches, aims e c. Don’ pu oo much de ail in he e – his is he headline news. 18 2. Nex , say some hing like ‘I app oach his b oad ield o in e es h ough [numbe ] esea ch agendas. These a e x, y and z….’ Jus b ie ly name hem. 3. A e ha pa ag aph, b ie ly in oducing you agendas, i ’s ime o di e deep in o each o hem in u n. This is he mea o he plan. I ’s possibly bes app oached in h ee s ages, o each agenda in u n. Wha you ha e achie ed so a on a speci ic agenda. So you migh say: ‘My in e es in … s a ed in 2015 when I began a long collabo a ion wi h... O e se e al yea s, we had a se ies o go e nmen commissions o in es iga e … This wo k had signi ican impac in e ms o shaping policy and egula ions, as is e idenced in he nume ous o icial epo s [ci e hese]. Addi ionally, h ough mo e academic publica ions [ci e hese] I was one o he ea lies academic esea che s o b ing conside a ion o …in o he ield o … And so on. So, his becomes a bi o a summa y na a i e o you CV – con ex ualising and explaining wha you did and why you did i . Then say wha you a e doing now on his agenda. So you migh say: ‘My ecen wo k on [agenda] has wo elemen s. Fi s , I ha e ecen ly … My 2021 pape [ci e] is he mos downloaded pape in…and has signi ican ly in o med ecen public deba e abou his much-neglec ed opic… I am now de eloping a c i ique o ecen policy changes o a u he publica ion in…’ Then mo e on o he o he hemes, in he same ein. Now u n o wha you will be doing on his agenda in he u u e. I you a e mo ing away om i , say so – maybe saying i ’s been g ea bu you a e e ocusing on…, e c. I you a e planning on expanding his a ea o wo k, explain ha you see huge po en ial and hen go in o de ails a ound wha you wan o do and how you plan o make i happen. This needs o be aspi a ional bu c edible – y and be as speci ic as you can be. So, you migh say some hing like: ‘Building on he success o my 2021 book, I will be de eloping an ERC g an on he opic o …’. Using his kind o app oach, i should be possible o d aw ou you s eng hs in qui e sub le and well-e idenced ways. Desc ibing you pas , p esen and u u e le s you wea e in de ails o hings like you doc o al s uden s, in e na ional collabo a ions, impac , esea ch g an s and publica ions. You can also demons a e you esea ch leade ship skills. So you can, qui e sub ly, say how good you a e and c ea e a eally posi i e imp ession ha he e is a lo mo e o come. You ajec o y and eloci y should shine h ough in all o his. 25 A e you in e es ed in becoming a men o o a Tampe e Ins i u e o Ad anced S udy Resea ch Fellow? Tampe e IAS helps i s Resea ch Fellows o s a egically de elop hei ca ee s. As pa o his suppo unc ion, IAS p o ides indi idually ailo ed men o ing oppo uni ies. As well as suppo ing ou Re- sea ch Fellows, wo king as a men o gi es expe ienced academics a aluable oppo uni y o de elop hei own leade ship skills. Tampe e Ins i u e o Ad anced S udy (Tampe e IAS) is a mul idisciplina y ini ia i e wi h he ul ima e goal o ad ancing scien i ic excellence. An in eg al pa o Tampe e Uni e si y, he IAS con ibu es o he uni e si y’s ongoing de elopmen and s eng hening o a h i ing esea ch communi y. I s p inci- pal ac i i y is o ec ui highly p omising esea che s in global calls and suppo hem in de eloping hei ca ee s u he . Mos o he Tampe e IAS Resea ch Fellows a e in hei ea ly o mid-ca ee s. Men o ing by expe ienced colleagues is an ob ious and e ec i e ool o suppo ing he Fellows’ ca ee ad ancemen . Du ing i s i s ope a ional academic yea in 2021-22, Tampe e IAS an a pilo men o ing scheme as pa o a small ac ion lea ning p ojec . The aim was o p o ide Resea ch Fellows, h ough an indi idually ai- lo ed p ocess, wi h insigh s and ad ice o help hem ad ance hei ca ee s well beyond hei ellow- ships. The p omising esul s om his pilo ha e been consolida ed in o he Tampe e IAS men o ing scheme, which will become a ixed ea u e o he Ins i u e’s wo k o suppo Fellows. The essen ial equi emen o hose in e es ed in men o ing Resea ch Fellows is a genuine willingness o suppo a colleague in ways d i en by ha indi idual’s speci ic needs. Whils men o s a e expec ed o ha e subs an ial academic esea ch expe ience, he e a e no o mal equi emen s in e ms o hei posi ions o yea s o expe ience e c. Wha is in i o he men o ? Ou small pilo p ojec showed ha men o s ind being in his kind o suppo i e ole pe sonally ewa ding. This wo k had also gi en hem a use ul lea ning expe ience, as well as oppo uni ies o de elop u he and demons a e hei leade ship skills. Many men o s also eel ha men o ing helps hem in e lec ing on and de eloping hei own ca ee s. The use - iendly Tampe e IAS Men o ing Handbook is a ailable o all po en ial men o s. And Tampe e IAS o e s concise aining and e lec ion oppo uni ies o men o s. These sessions a e highly ecom- mended, bu no compulso y. You can lea n mo e abou he suppo ing ma e ials and aining a he Tampe e IAS web si e om la e Oc obe 2022 onwa ds, o by making an enqui y o he Tampe e IAS o ice (see below). The aining sessions a e planned o ea ly Decembe , wi h mos o he men o ing p ocesses com- mencing in Janua y o Feb ua y. The du a ion and in ensi y o each indi idual men o ing engagemen is o he men ee and hei men o o decide. Howe e , a minimum pe iod o h ee mon hs and ou discussions is an icipa ed. We co dially in i e you o his exci ing endea ou . Fo any inqui ies o suppo , please con ac Tam- pe e IAS a ampe e.ias@ uni. i, o call us! Juha Tepe i Ma jukka Vi kajä i Di ec o , Tampe e IAS Coo dina o , Tampe e IAS +358 40 513 3714 +358 40 318 6697 26 Tampe e IAS Tool o Iden i ying Men o ing Needs and Capabili ies This simple ool is o be used by men ees o iden i y and exp ess he domains whe e hey belie e hey would gain mos om a men o ing p ocess wi h an expe ienced colleague; and by men o s o iden i y and exp ess he domains whe e hey a e mos con iden in p o iding suppo . Please no e ha his ool is an ea ly e sion; any commen s o imp o e i a e welcomed a ampe e.ias@ uni. i I am illing in he o m as ___ a po en ial men ee ___ a po en ial men o Please ma k each domain acco ding o expec ed gain: 0 – no gain expec ed / 5 - maximum po en ial __ De ining one’s long- e m goals as an academic (“pe sonal in ellec ual p ojec ”) __ Making ca ee choices be ween he academia and o he choices __ Becoming / ac ing as a esea ch g oup leade __ Inno a ion and en ep eneu ship __ P ac ical in e disciplina i y __ Communica ing (abou one’s academic wo k) __ Scien i ic publishing __ De eloping media p esence o suppo ca ee ad ancemen __ Ou each and o he ac i i ies aimed a (socie al) impac __ De eloping one’s eaching po olio __ Funding oppo uni ies and ac ics o succeed in applying __ Social engagemen and in e pe sonal ela ions in p o essional li e __ Achie ing su icien sel -con idence (and asse i eness??) __ Balancing p o essional li e wi h o he li e domains __ O he : __________________________________________________________ __ O he : __________________________________________________________ How impo an is i o ha e he men o ing coun e pa om a scien i ic ield close o my own? __ Choose 0-7 (0: no ele an ; 1: no a all impo an ; 7: necessa y) O he issues ha should be aken in o accoun in pai ing he men o and he men ee: __________________________________________________________________________________ __________________________________________________________________________________ Name (and con ac de ails i no TAU employee):__________________________________________ The in o ma ion on his o m will no be p esen ed ou side IAS in an iden i iable o m. In o ma ion may be used o Tampe e IAS de elopmen and ela ed analy ical pu poses. Signed ___.___._____ _________________________________________________________ (in block le e s] ____________________________________________________________________ 27 CV Templa e THIS TEMPLATE is jus o p omp you – o ge you s a ed and isn’ mean o be p esc ip i e. We’ e le in some andom examples o da a om a eal CV so you can see how i wo ks. NAME Summa y W i e a one-page blu b abou you sel as an academic and you ‘pe sonal in ellec ual p ojec ’ – an o e iew o wha you’ e abou as an academic. The aim is o gi e he eade a quick ‘pen pic u e’ o you and wha you a e abou as an academic. Make you sel look in e es ing! Many people ind his ha d o do – ask a iend/men o o help you so ha you ge a hi d-pa y pe spec i e This is an index o he es o you CV Sec ion A: Pe sonal eco d ……………………………………… 2 Sec ion B: Resea ch and academic/p o essional s anding ….. 4 Sec ion C: Managemen and academic leade ship …………... 31 Sec ion D: Teaching ……………………………………………… 35 PUT EVERYTHING IN REVERSE CHRONOLOGICAL ORDER! A. PERSONAL RECORD Name: Da e o bi h: Na ionali y: Educa ion: Whe e you wen o uni e si y and when 1979–1982 G adua e School, Depa men o Go e nmen , Uni e si y o Manches e 1976–1979 School o Poli ics and Mode n His o y, Uni e si y o Manches e 28 Quali ica ions: Lis deg ees and any o he o mal quali ica ions in e e se ch onological o de PhD, Facul y o Economic and Social S udies, Uni e si y o Manches e FT1 and FT2 Examina ions o Inland Re enue, leading o commissioning as Inspec o o Taxes, G ade 7 (P incipal). BA (Hons) Poli ics and Mode n His o y, Uni e si y o Manches e , 2.1 class. Awa ds and [e.g. p izes o special honou s] dis inc ions: 2020–2023 Visi ing ellow, CHEER, Uni e si y o Sussex 2016–ongoing Fellow o he Royal Socie y o he A s Membe ships: [e.g. o p o essional bodies o schola ly associa ions] Conso ium o Highe Educa ion Resea che s (since 2016) Employmen : Lis you jobs in e e se ch onological o de , s a ing wi h you cu en appoin . Say whe e you wo ked, you job i le and a line o wo abou wha you did. Janua y 2017 o p esen : P o esso and Di ec o o he New Social Resea ch p og amme, Tampe e Uni e si y, Finland. Sep embe 2011 o Janua y 2017: P o esso o C i ical Managemen , Uni e si y o Roehamp on. NOTE PAGE BREAK!! B. RESEARCH, SCHOLARSHIP AND ACADEMIC/PROFESSIONAL STANDING Publica ions Academic jou nal pape s: In p ess Pu yea o publica ion on le like his. Accep ed pape s ma k as ‘in p ess’ 2021 Exploi ing he exploi able: The inancialisa ion o s uden s in English uni e si ies, Boden R & Ng, W, Tiedenpoli ikka, 2/2021: 45–51 2021 Pensioned O : Na ional Insu ance in he UK, Boden R., Public Money and Managemen , online a h ps://doi.o g/10.1080/09540962.2020.1862993 29 Au ho ed books: 2020 Pu yea o publica ion on le like his. I he book is s ill being w i en bu you ha e a con ac , w i e ‘ o hcoming’ and i i is wi h he publishe ma k i as ‘in p ess’ 2005 The Academics’ Suppo Ki (ASK), a boxed se o six books by Rebecca Boden, Debbie Eps ein and Jane Kenway, Sage: London. 808 pages. The Ki comp ises he ollowing i les: ➢ Ge ing S a ed on Resea ch ➢ W i ing o Publica ion ➢ Teaching and Supe ision ➢ Winning and Managing Resea ch Funds ➢ Building Ne wo ks ➢ Building an Academic Ca ee 2004 Sc u inising Science, Rebecca Boden, Debo ah Cox, Ma ia Nede a and Ka e Ba ke , London: Palg a e. 209 pages. ISBN 0-333-74969-3 Edi ed books and jou nal special/ hemed issues 2021 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 2020 In e na ional S udies in Sociology o Educa ion, double special issue on ‘Escaping Numbe s’, gues edi o s Nellie Pia oe a and Rebecca Boden, 29(1–2). Book chap e s: 2021 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 2020 Pe o mance-based unding, Boden R in SAGE Encyclopaedia o Highe Educa ion, MJ Amey and M Da id (eds), London: Sage 2020 Human Resou ces Policies in Highe Educa ion, Boden R in SAGE Encyclopaedia o Highe Educa ion, MJ Amey and M Da id (eds), London: Sage Pape s submi ed/unde e iew o publica ion I ’s impo an o le he eade o you CV know wha is ‘in he pipeline’. This le s hem judge you ajec o y. Pu in he i le, au ho s, jou nal, and s age o e iew. How Capi al gene a es Capi als in English Eli e P i a e Schools: Cha i ies, ax and accoun ing, James, MD, Boden, R., and Kenway. J. B i ish Jou nal o he Sociology o Educa ion. Accep ed subjec o e y mino e isions. 30 Wo k in p og ess o publica ion I ’s impo an o le he eade o you CV know wha is ‘in he pipeline’. This le s hem judge you ajec o y. De ail he e any pape s, books e c ha you a e wo king on. Say whe e you a e sending pape s (i you know). Aim o gi e a pic u e o wha you CV migh look like in wo yea s and whe e you a e going. The Happy Academic: Posi i e psychology in e en ions in uni e si ies,, Jackson R & Boden, R. Modelling s uden inance in England, Boden, R, Gue ma C and Paul, S. Calling ime on uni e si ies: wo kload alloca ion models and he da a ica ion o academic wo k, Rowlands, J, Pia oe a, N and Boden R. Financial es uc u ing and i s consequence in UK uni e si ies, Boden R and Ng, W. Published esea ch epo s: 2018 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 2014 T ade C edi : A Li e a u e Re iew, wi h Salima Paul, Resea ch Repo om he B i ish Business Bank, A ailable a h p://b i ish-business-bank.co.uk/wp- con en /uploads/2015/02/Annex-2-TCEFG-E alua ion-Li e a u e-Re iew- Final.pd 2014 E alua ion o he T ade C edi En e p ise Finance Gua an ee Pilo , SQW L d, BMG Resea ch, Paul S and Boden R,(2014), Resea ch Repo om he B i ish Business Bank, A ailable a h p://b i ish-business-bank.co.uk/wp- con en /uploads/2015/02/Annex-1-TCEFG-E alua ion-Repo -Final.pd Media/P o essional jou nal pape s: 2021 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 2021 Why a e some child en wo h mo e? P esen a ion a e en hos ed by The Wo ld Tha Ma e s on he launch o a epo by D Sol Gamsu. h ps://you u.be/L Wb47yAMN4 2020 Numbe s! F eshEd podcas wi h Nelli Pia oe a a ailable a h ps:// eshedpodcas .com/nellipia oe a- ebeccaboden/ Teaching ma e ials and guides: 2021 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 31 2003 Eins ein Ne wo k: CPD ideo en i led ‘AGMs – o communica ion and accoun abili y, o a nice day ou ?’ Wi h Nic Apos olides. 2003 2001 CIPFA S udy Guide on Public Policy and Taxa ion, CIPFA dis ance educa ion p og amme, Rebecca Boden (sessions 1–12) Uni e si y Wo king Pape s: 2021 Pu yea o publica ion on le like his – and, as abo e, ei he ‘ o hcoming’ o ‘in p ess’ 2009 Science, S anda ds and In as uc u e P o ision h ough he PFI - a case s udy o he Na ional Physical Labo a o y, Rebecca Boden and Debo ah Cox, Manches e Ins i u e o Inno a ion Resea ch, Uni e si y o Manches e Wo king Pape Se ies No 575. Funded Resea ch: Awai ing decision o unde de elopmen Comple ed and ongoing 2018–2021 Da es, e c., on le , hen lis unded p ojec i le, pa ne s and €€€ 2013–2017 UNIKE (Uni e si ies in he Knowledge Economy), FP7 unded Ini ial T aining Ne wo k, alue o Roehamp on a ound £480,000, o al p ojec €4.3 m. Con e ences, wo kshops and semina s o ganised: 2016 Annual Tax Resea ch Ne wo k con e ence, Uni e si y o Roehamp on. 2015 O ganising commi ee membe o biennial Gende and Educa ion Associa ion con e ence, Uni e si y o Roehamp on. P o essional, Ad iso y o Consul ancy Wo k: This is a good sec ion whe e you can include socie al impac . I you do a lo o his, conside ha ing a whole sepa a e sec ion. 2014 Consul an o De ence Science and Technology Labo a o y, Minis y o De ence, ega ding ans e able go e nance app oaches and managemen skills. 2014 Consul an o BIS on e alua ion o a ade c edi gua an ee scheme. 32 Wo k as a Re e ee and as an Examine 2021 This is o g an applica ion e alua ion wo k and PhD exams, e c. 2021 Doc o al examine , CHEER, Uni e si y o Sussex 2021 End o awa d e iews o SEDA, La ia 2020 Examine P o essional doc o a e, Sussex Uni e si y. 2020 Re iewe ESRC p oposal Edi o ial Boa d Membe ship 2014–ongoing Jou nal o Tax Adminis a ion 2009–2017 Jou nal o Accoun ing in Eme ging Economies Re iewe o a icles o academic jou nals LIST THEM ALL Accoun ing Fo um Financial Accoun abili y and Managemen Accoun ing, O ganisa ions and Socie y Audi ing and Accoun abili y Jou nal Jou nal o Income Measu emen B i ish Accoun ing Re iew Co po a e Go e nance In e na ional Re iew C i ical Pe spec i es in Accoun ing Gende and Educa ion Highe Educa ion In e disciplina y Pe spec i es on Accoun ing Con e ence In e na ional Jou nal o Economics and Accoun ing In e na ional S udies in he Sociology o Educa ion Jou nal o Accoun ing in Eme ging economies Jou nal o Aus alasian Teache s o Tax Associa ion Jou nal o Educa ion Policy 33 Public Se ice in a P o essional Capaci y 2018–2020 Things like being on cha i y boa ds o wi h communi y g oups 2009–2018 Tax Resea ch Ne wo k s ee ing g oup membe . I ounded he TRN in 1992. 1996–2000 Membe ship Sec e a y o he B i ish Accoun ing Associa ion, a us ee and a membe o he Execu i e Boa d. Majo Academic Visi s and collabo a ions 2021 Visi s o o he uni e si ies, who you collabo a ed wi h, e c. 2017–ongoing Wo king wi h p o esso jane Kenway, Monash Uni e si y Aus alia on he unding o eli e p i a e schools. 2015 Visi ing Schola , CREFI, Deakin Uni e si y Aus alia. In i ed P esen a ions/Pape s 2021 Why a e some child en wo h mo e? Keyno e a launch o a epo by D Sol Gamsu. h ps://you u.be/L Wb47yAMN4 Dec 2020 Uni e si y o Jy askyla, special symposium on highe educa ion, keyno e speake . Oc obe 2020 Paying he pipe ? Go e nance and VC emune a ion, CHEER; Uni e si y o Sussex O he pape s and p esen a ions since 2001 Ap il 2021 Cooking he class books, B i ish Sociological Associa ion Annual Con e ence, online Dec 2019 The impac o he inancialisa ion and p i a isa ion o UK highe educa ion on c ea i i y and inno a ion, SRHE annual con e ence, Newpo , Wales Dec 2019 The impac on social jus ice o he p i a isa ion o highe educa ion: A UK case s udy, AARE annual con e ence, B isbane. Sep 2019 Li e is a andom walk: Na ional Insu ance in he UK, Tax Resea ch Ne wo k annual con e ence, UCLAN, P es on. 34 NOTE PAGE BREAK! C. MANAGEMENT AND ACADEMIC LEADERSHIP Tampe e Uni e si y 2018– o da e Majo oles O he wo k Uni e si y o …. 2015–2018 Majo oles NOTE PAGE BREAK! D. TEACHING Pedagogic quali ica ions Lis all in e e se ch onological o de Resea ch S uden s supe ised – comple ed o unde examina ion Name Mode Da e Topic/Commen s N.N. PT PhD Unde examina ion T ade c edi in SMEs N.N. PT PhD Awa ded Sep embe 2016, mino e isions Gende and he accoun ing p o ession N.N. PT PhD Awa ded Sep embe 2015, mino e isions Taxa ion policy and powe N.N. PT PhD Awa ded May 2014, mino e isions Go e nance o ci il nuclea powe s a ion decommissioning N.N. PT PhD Awa ded Ma ch 2013 Economic de elopmen and Welsh De olu ion