ID159 Empowering E&S Lecturers to Supervise PhD Students

The Idea

I propose a bold and transformative initiative that empowers E&S lecturers with substantial experience in R&D research—both in wet and dry labs—to serve as primary supervisors for PhD students, ensuring they retain or protect their intellectual property in research initiatives. 

As a community with an inclusive ethos, we must recognise and empower E&S lecturers who have demonstrated capabilities and a successful track record in productive research to take on the role of PhD supervisors. This initiative would not only provide our PhD students with access to a diverse array of experienced mentors, enhancing our standing as a unique powerhouse of knowledge, but it would also align us more closely with Keele's REF and TEF objectives. 

Leveraging the expertise of those actively contributing to research excellence is essential for fostering a vibrant academic environment. By empowering E&S academics to supervise PhD students, we embrace and strengthen the rich, diverse research community at Keele, ultimately enhancing our external reputation as an institution committed to excellence in both education and research, while also removing the stigma of belonging to one category or another, which restricts organisational and academic growth. 

Why This Idea Should Be Considered

Keele University should strongly consider empowering Education and Scholarship (E&S) academics with substantial experience in research and development to supervise PhD students, thereby enhancing both the academic environment and research output. By recognising and supporting experienced E&S lecturers, the university can provide students with mentors who possess established, successful research portfolios that include publications and funding achievements. This is particularly crucial given that many colleagues in the Research and Education (R&E) category are not actively involved in PhD supervision or research productivity, which limits opportunities for our students to further their higher education at Keele. 

If successful, this initiative could generate both national and international income for our institution, particularly through bench fees and an enhanced student lifecycle. As more undergraduates are likely to choose Keele if we can offer strong pathways for further education, this would simultaneously strengthen our overall research and education portfolios. In an ideal scenario, as publication rates typically increase during the final year of or following the completion of PhD, E&S lecturers could eventually engage in grant writing and bids to further elevate Keele’s research and teaching profile on both national and international stages. Additionally, this approach fosters a sense of belonging within the academic community and promotes organisational citizenship, helping to eliminate the disheartening stigma of allegiance to one category over another. 

Furthermore, integrating research into the classroom curriculum, as advocated by Dilly Fung in her work on curriculum design, can significantly improve student retention, employability, and overall satisfaction. These changes would help foster a more dynamic and collaborative research and teaching culture at Keele University, ultimately benefiting both students and academic staff alike. 

Finally, as some E&S staff progress into leadership roles, it is paramount to recalibrate our teaching and research strategies. This will ensure that a small group of academics does not become overwhelmed with teaching and marking responsibilities while others are afforded opportunities for career advancement. 

How We Would Implement This Idea

Keele University could introduce a six to eight-year initiative aligned with both REF and TEF standards to assess impacts, aimed at empowering all lecturers (regardless of their contractual titles), particularly those with significant R&D experience, to supervise PhD students as primary supervisors. This pilot programme would focus on mentoring and supervision, funding generation, publication output, student retention and recruitment at both undergraduate and postgraduate levels, as well as the integration of research into teaching.  

To achieve this, the university would collect data on student outcomes during this period, including career employability and satisfaction, alongside funding success and overall research productivity. This may necessitate establishing a central research hub at Keele to oversee the processes of intake and progression. If evidence demonstrates the initiative's effectiveness, the next phase would involve embedding this collaborative research culture into the university's ethos and policies, thereby enhancing Keele’s academic environment and fostering a vibrant research community. 

A crucial aspect of this initiative would be the establishment of a transparent and unbiased selection and monitoring process that is accepted across all schools at Keele. By assigning cross-school, cross-disciplinary mentors, we can help prevent bias and ensure equitable support for all students and supervisors. 

What Success Would Look Like

Success for this initiative at Keele University would be characterised by several key outcomes.  Firstly, we anticipate a notable increase in the number of PhD students successfully completing their programmes, alongside exceptionally high levels of employability and satisfaction reported by graduates, positioning Keele as a leader in student outcomes. Furthermore, we expect to see improved student retention rates, which would reflect a more supportive academic environment. 

In addition, we would aim for a substantial rise in research output and funding secured by all academics (regardless of their contractual titles). This enhanced research productivity would serve not only to underscore the effectiveness of this initiative but also to elevate Keele’s standing within the national and international academic community. 

Moreover, fostering strong collaboration across disciplines will create a vibrant academic research community, rich in diversity and innovation. Transparent and equitable selection processes would ensure fairness for all participants—both supervisors and PhD candidates—encouraging a culture of inclusivity and support. 

Ultimately, the integration of this initiative into Keele’s academic ethos would cultivate an environment that not only values excellence in research and teaching but also promotes a sense of belonging and shared purpose among staff and students. This holistic approach would empower all academics to thrive while advancing Keele’s mission as a foremost institution dedicated to educational and research excellence.