Reports and Resources

The following reviews and reports are concerned with research careers and skills development for arts and humanities researchers at the doctoral level and beyond. Each document is provided as a PDF file.

• One size does not fit all, 2017 (PDF, 1.9MB) Exploring the professional development of Arts and Humanities doctoral and early career researchers within a challenging labour market. Published by Vitae, the global leader in supporting the professional development of researchers, and CHASE, the Consortium for the Humanities and the Arts South-East England
• The ECR Research Training Framework (PDF, 228KB) suggests development good practice both for ECRs and the ROs that host them. It provides examples of  valuable activities for researchers to engage in, as well as areas of useful skill development.
• Concordat discussion paper, 2016 (PDF, 1.4MB) This briefing is intended to prompt institutions and research institutes to consider how they are supporting all staff engaged in research, particularly early career staff.
• The Doctoral Research Training Framework (PDF, 308KB) – alongside the RCUK Statement of Expectations for Doctoral Training, the RTF sets out AHRC’s expectations of AHRC-funded doctoral students and those that support them. It provides examples of the kinds of opportunities students should engage with and the skills they might develop and highlights the AHRC’s expectations of the resources which ROs should make available to the students. Other research training resources may be found on this page.
• The RCUK’s Joint Vision for Collaborative Training sets out the Councils’ vision for doctoral students undertaking collaborative projects with non-academic partners.
• The Oakleigh Report (PDF, 837KB) details the experiences of arts and humanities researchers in the immediate post-PhD phase. On-going discussion around the report’s finding may be accessed on this page.
• The Impact of Doctoral Careers provides an in-depth report commissioned by RCUK and HEFCE to understand the economic, social and cultural impact that doctoral graduates have on the organisations they work in.
• The Career Paths of AHRC Funded PhD Students (PDF, 1.5MB) maps the career destinations of AHRC-funded doctoral students who commenced their studies between 2002 and 2004 inclusive.
• The Career Paths of AHRC Funded Professional Preparation Masters Students (PDF, 1MB) maps the career destinations of AHRC-funded PPM students who commenced their studies between 2002 and 2004 inclusive.
• The AHRC Funding Guide (PDF, 1MB) covers guidance and policies for all the AHRC’s responsive mode schemes, with the exception of the Leadership Fellowships scheme, which has its own guide (PDF, 1.2MB). Further information about the Guide is detailed on this page.
• The Association of Graduate Careers Advisory Services (AGCAS) report on ‘Getting the First Lecturing Job’
• The European Science Foundation report on ‘Career Tracking of Doctoral Holders’.

A range of AHRC-wide reviews and reports incorporating material relating to research careers and training are available on this page.