ECR Mentoring Policy October 2015

DOC BOS 15-16-010a

DurhamLawSchool

ECR Mentoring Policy October 2015

ECRS are full members of the intellectual community in DurhamUniversity and DurhamLawSchool, as well as the broader academy. The structures, policies and practices outlined in this policy are mechanisms of supporting ECRs in their development into independent scholars and rounded academics, which is an important step in becoming a research and academic leader at institutional and (inter)national level. As such, ECRs are expected to be active participants in their professional and intellectual development; to take ownership of their careers and career planning; to be full and engaged members of our intellectual community (including through engagement in informal mentoring including peer mentoring); and to engage positively and constructively with the processes and structures herein outlined.

1. Early Career Researchers

Within DurhamLawSchool, early career researchers are defined as

1.1 Members of academic staff up to and including Grade 8 on the lecturer scale during the period of their probation.

1.2Members of academic staff on fixed term contracts unless, following consultation with the Head of School, it is agreed that they have sufficient experience as independent researchers and academics having been ECRs in a previous role and/or institution.

1. Assignment and Briefings of Mentors; Role of the Head of School

2.1 Upon appointment, all ECRs will be assigned a mentor by the Head of School in accordance with the DLS Research Mentoring Policy 2015.

2.2Based on the provisions of the DLS Research Mentoring Policy, there will be regular Research Mentor briefings. These will also consider specific considerations necessary for the mentoring of ECRs.

2.3As well as assigning mentors, the Head of School shall meet annually with each ECR to review progress and provide further formal support to ECRs. The Head of School shall take an active role in ensuring that—in both form and practice—the ECR mentoring policy is in-keeping with the needs of ECRs bearing in mind, for example, changes in probation and progression standards, requirements and practices driven by Faculty and/or HR.

1. Role of the Mentor and the Mentee

3.1The role of the mentor is primarily to take an active role in supporting the professional development of mentees across all elements of the role, i.e. teaching, research and administration.

3.2Mentoring obligations are not usually disturbed by research leave, however mentors are expected to consider the implications of their leave plans for their ability to undertake their mentoring obligations and, where appropriate, to discuss the allocation of a new mentor for the period of leave with the Head of School.

3.3In particular, the mentor shall

(a) Have regular mentoring meetings with mentees. In the first year of the mentee’s employment these meetings shall take place at least twice a term; in subsequent years they will take place at least once a term. When the mentor is on research leave these meetings can take place remotely (eg telephone/skype), however otherwise they ought to normally take place in person.

(b) Clearly explain the School’s expectations in relation to ECRs, progression and professionalism. This should take place in the first term of the mentee’s employment in DurhamLawSchool. In particular, the mentor shall explain key elements of School governance and support including probation, ASR, governance structures, research leave (regulations, regularity and qualification).

(c)Assist the mentee in becoming familiar with the broader research and HE governance landscape including funding programmes (RCUK and beyond), research excellence assessments, NSS, PRES and similar.

(d)Support the ECR in relation to probation, where applicable. This will include (i) discussing the content of the probation agreement in respect of target publications, funding streams, and realistic timelines to help with finalisation of the agreement; (ii) managing progression towards successful completion of probation throughout the period. Similar support and advice shall be given in respect of Personal Development Planning where applicable.

(e)Support the mentee in managing time and setting priorities having due regard to career stage and professional obligations in order to strike an appropriate balance between these different duties.

(f)Take an active role in supporting, promoting and networking the mentee including by involving her/him in research activities where appropriate, sharing knowledge and cultural capital, and assisting in her/his full integration into the intellectual community in the School, University and legal academy more broadly.

(g)Be proactive in supporting the development of the ECR’s research career by, for example, reading and discussing drafts of publications and funding/event applications/plans, encouraging the ECR to attend and present work at appropriate national and international conferences, and providing intellectual challenge and engagement.

(h) Be proactive in supporting the development of the ECR’s teaching career by, for example, sharing best practice, discussing teaching challenges as they may arise, and reading draft syllabi etc when appropriate. In this respect, the mentor shall act as an active teaching peer by attending (and subsequently reflecting with the mentee on) at least one of the ECR’s teaching sessions in each academic year of the period and inviting the ECR to attend (and subsequently reflect jointly on) at least one of the mentor’s classes in that year. Where the mentor is on research leave, s/he should support the ECR in identifying another member of the School whose teaching to observe.

3.4The mentee shall take responsibility and ownership for his/her career development, engage as a full and active member of our research environment, be collegial and supportive of other colleagues in the School, demonstrate good citizenship within the School, be cognisant of the other responsibilities of mentors and give a reasonable amount of time to mentors to read and comment on draft papers and similar tasks.

4. Role of the ECR Coordinator

4.1There will be an ECR Coordinator assigned by the Head of School, who will sit on Research Committee and be responsible for oversight of this policy and for the general support of ECR development within the School.

4.2In conjunction with research committee and research groups, the ECR Coordinator will provide capacity-building support to ECRs across the School through, for example, capacity building workshops, events of the Research Innovation Series (RIS) and the ECR section of the DUO Research Handbook.

4.3The ECR Coordinator shall coordinate with the ECR mentors about the implementation of this policy as well as changes to it, if necessary.

5. Role of Research Groups and other members of the law school community

5.1Research Groups shall support ECR development in research and research leadership. Further details may be specified in the Research Group governance policy.

5.2 Although ECRs receive formal mentoring as outlined in this policy, mentoring within the School is not limited to the formal mentor-mentee relationship, but rather is one manifestation of our commitment to collegiality and should, thus, be provided and enjoyed by all members of the School community whether academic or administrative and at every stage in one’s career.