Rebekah Smith McGloin
Leader, strategist, manager and researcher. Senior professional and innovator in doctoral education, research capability development and capacity building.
Extensive expertise in researcher development (PGT to professor) within research-intensive and business-facing universities. Experienced negotiator of international partnerships and collaborations with business, industry and third sector. Leader and innovator in doctoral education policy and practice at institutional, national and international level with particular interest in equality, diversity and inclusion and civic enagement. Former chair of the Postgraduate Research Training and Development Committee for the national Doctoral Training Alliance, UKCGE executive committee member (2015-2021), member of the UKRI Bioscience Skills and Careers Strategy Panel (2015-2022), peer reviewer for the European HR Excellence in Research Award. Former expert panel review member for the 2018 UK Concordat for Researchers. Principal investigator of a £7m funding portfolio.
Frequent speaker at national/international conferences on: research capability development; researcher mobility; doctoral supervision; changing doctoral landscape; and, equality diversity and inclusion.
Twice short-listed for Times Higher Award for Outstanding Support for Early Career Researchers
Expertise in organisation development, change management, researcher development.
Extensive expertise in researcher development (PGT to professor) within research-intensive and business-facing universities. Experienced negotiator of international partnerships and collaborations with business, industry and third sector. Leader and innovator in doctoral education policy and practice at institutional, national and international level with particular interest in equality, diversity and inclusion and civic enagement. Former chair of the Postgraduate Research Training and Development Committee for the national Doctoral Training Alliance, UKCGE executive committee member (2015-2021), member of the UKRI Bioscience Skills and Careers Strategy Panel (2015-2022), peer reviewer for the European HR Excellence in Research Award. Former expert panel review member for the 2018 UK Concordat for Researchers. Principal investigator of a £7m funding portfolio.
Frequent speaker at national/international conferences on: research capability development; researcher mobility; doctoral supervision; changing doctoral landscape; and, equality diversity and inclusion.
Twice short-listed for Times Higher Award for Outstanding Support for Early Career Researchers
Expertise in organisation development, change management, researcher development.
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Publications by Rebekah Smith McGloin
University in collaboration with Liverpool John Moores
and Sheffield Hallam Universities. The Framework is designed to be a systematic and adaptable tool to support rigorous and inclusive
recruitment and selection processes for postgraduate
researchers. It can scaffold the entire recruitment process, including written application and interview. It acknowledges the uniqueness of each doctoral research position – be that a defined project or a broader research
area – guiding the selection panel to articulate and assess the desired attributes and behaviours in a successful candidate for that position in advance.
The survey was developed in partnership with the UK Council for Graduate Education (UKCGE) and was carried out by Shift Learning. It aimed to:
target staff involved in PGR admissions to understand better the practices which may have led to the existing admissions gap; find examples of practice that support and enable inclusion at doctoral level; and highlight priority areas for improvement.
The report presents recommendations for groundwork and practical action to address under-representation of people from racially-minoritised groups in the doctoral population.
This work informed the development of a competency- based recruitment and admissions framework which is currently being piloted at Nottingham Trent, Liverpool John Moores and Sheffield Hallam Universities in 2023/24 as a key output of the EDEPI programme.
education in 2021 in the UK and Irish higher education institutions.
It presents a broad overview of trends in national and international
doctoral policy, national and international postgraduate population data
and the findings of the 2021 survey.
and developed – crossing boundaries and inhabiting new spaces – policy makers, funders, university senior managers and academics have set out to codify the doctorate and to articulate competency frameworks for
the role of the supervisor. The spaces that supervisors inhabit are increasingly prescribed and circumscribed by frameworks and
regulations. Yet the borders, boundaries and hierarchies that frame the ‘traditional’ supervisory domain are increasingly tested and made more permeable and contingent by the complexities, challenges and
opportunities of negotiating collaborative, cross-cultural and cross-sectoral working. This chapter will consider a range of external forces – from the macro to the individual – that are reshaping supervisory spaces and re-examine the changing role and development needs of the supervisor set against the skills, competencies and training that currently predominates. Whilst the focus of many of the examples given is the United Kingdom, where applicable common trends in policy and practice are
highlighted from other countries and regions. We will explore in turn growing trends towards research consortia and researcher mobility, the evolution of the doctorate and growth areas such as collaborative programmes and professional doctorates, the expansion of overall numbers of doctoral candidates and widening participation at doctoral level. We will discuss the impact of these key trends on the role of the supervisor and contrast the ideas of connectedness, community, collaboration and complexity that underpin them with the development of
national codes, competency frameworks and a dominant role set for doctoral supervisors. We will then specifically consider recent examples of codification of the supervisory role from the UK: the UK Professional Standards Framework – Dimensions of the Framework for Doctoral Supervisors (Taylor, 2016) and the criteria for two national awards for doctoral supervision (one from the UK and one from Australia). The chapter concludes by comparing and contrasting the activities, values, knowledge and attributes set out in the framework and the award criteria with the
contemporary demands on the supervisor and the spaces they inhabit within the changing doctoral landscape.
The model – termed Doctoral Training Alliance (DTA) – is the first initiative of its size, scale and mission. It has the potential to be further developed to work with a variety of researcher communities, nationally and internationally.
The paper explores the policy and funding context that led to the development of this initiative and examines how the model was built, using a case study of the first DTA in applied biosciences for health. It specifically considers issues of size, structure, identity, governance and evaluation.
The following colleagues contributed to the development of the DTA model and the first DTA in Applied Biosciences for Health: Prof Paul Harrison, Sheffield Hallam University; Dr Faye Taylor, University Alliance; Prof Yvonne Barnett, Nottingham Trent University; Dr Jamie McFee, Manchester Metropolitan University; Jennie Eldridge, University Alliance; Members of the Management Committee, Training Group and Independent Advisory Group
Papers by Rebekah Smith McGloin
University in collaboration with Liverpool John Moores
and Sheffield Hallam Universities. The Framework is designed to be a systematic and adaptable tool to support rigorous and inclusive
recruitment and selection processes for postgraduate
researchers. It can scaffold the entire recruitment process, including written application and interview. It acknowledges the uniqueness of each doctoral research position – be that a defined project or a broader research
area – guiding the selection panel to articulate and assess the desired attributes and behaviours in a successful candidate for that position in advance.
The survey was developed in partnership with the UK Council for Graduate Education (UKCGE) and was carried out by Shift Learning. It aimed to:
target staff involved in PGR admissions to understand better the practices which may have led to the existing admissions gap; find examples of practice that support and enable inclusion at doctoral level; and highlight priority areas for improvement.
The report presents recommendations for groundwork and practical action to address under-representation of people from racially-minoritised groups in the doctoral population.
This work informed the development of a competency- based recruitment and admissions framework which is currently being piloted at Nottingham Trent, Liverpool John Moores and Sheffield Hallam Universities in 2023/24 as a key output of the EDEPI programme.
education in 2021 in the UK and Irish higher education institutions.
It presents a broad overview of trends in national and international
doctoral policy, national and international postgraduate population data
and the findings of the 2021 survey.
and developed – crossing boundaries and inhabiting new spaces – policy makers, funders, university senior managers and academics have set out to codify the doctorate and to articulate competency frameworks for
the role of the supervisor. The spaces that supervisors inhabit are increasingly prescribed and circumscribed by frameworks and
regulations. Yet the borders, boundaries and hierarchies that frame the ‘traditional’ supervisory domain are increasingly tested and made more permeable and contingent by the complexities, challenges and
opportunities of negotiating collaborative, cross-cultural and cross-sectoral working. This chapter will consider a range of external forces – from the macro to the individual – that are reshaping supervisory spaces and re-examine the changing role and development needs of the supervisor set against the skills, competencies and training that currently predominates. Whilst the focus of many of the examples given is the United Kingdom, where applicable common trends in policy and practice are
highlighted from other countries and regions. We will explore in turn growing trends towards research consortia and researcher mobility, the evolution of the doctorate and growth areas such as collaborative programmes and professional doctorates, the expansion of overall numbers of doctoral candidates and widening participation at doctoral level. We will discuss the impact of these key trends on the role of the supervisor and contrast the ideas of connectedness, community, collaboration and complexity that underpin them with the development of
national codes, competency frameworks and a dominant role set for doctoral supervisors. We will then specifically consider recent examples of codification of the supervisory role from the UK: the UK Professional Standards Framework – Dimensions of the Framework for Doctoral Supervisors (Taylor, 2016) and the criteria for two national awards for doctoral supervision (one from the UK and one from Australia). The chapter concludes by comparing and contrasting the activities, values, knowledge and attributes set out in the framework and the award criteria with the
contemporary demands on the supervisor and the spaces they inhabit within the changing doctoral landscape.
The model – termed Doctoral Training Alliance (DTA) – is the first initiative of its size, scale and mission. It has the potential to be further developed to work with a variety of researcher communities, nationally and internationally.
The paper explores the policy and funding context that led to the development of this initiative and examines how the model was built, using a case study of the first DTA in applied biosciences for health. It specifically considers issues of size, structure, identity, governance and evaluation.
The following colleagues contributed to the development of the DTA model and the first DTA in Applied Biosciences for Health: Prof Paul Harrison, Sheffield Hallam University; Dr Faye Taylor, University Alliance; Prof Yvonne Barnett, Nottingham Trent University; Dr Jamie McFee, Manchester Metropolitan University; Jennie Eldridge, University Alliance; Members of the Management Committee, Training Group and Independent Advisory Group