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Concept of Support for
Early-Stage Researchers
FACULTY OF EDUCATION
of Masaryk University
(FEdu MU)
2022
The PROJECT FOR THE DEVELOPMENT OF HUMAN RESOURCES AND OTHER STRATEGIC AREAS FOR
RESEARCH SUPPORT AT MU (HR4MUII) CZ.02.2.69/0.0/0.0/18_054/0014703 is co-financed by the European
Union.
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Contents
1 Preamble ............................................................................................................................................ 3
1.1 Concept Structure ................................................................................................................... 3
2 Specification of Definitions and Terms........................................................................................... 4
2.1 Early-Stage Researchers ....................................................................................................... 4
2.2 Definition of the terms supervisor, consultant and senior (research) employee... 4
3 (Post)Doctoral School: its Concept and Activities........................................................................ 5
4 Professional Development and Career Growth............................................................................ 6
4.1 Career Development of Early-Stage Researchers........................................................... 7
4.1.1 Career Development Milestones for Early-Stage Researchers with Tools and
Forms of Support at FEdu MU ................................................................................................ 8
4.2 Concept of Mentoring Support........................................................................................... 14
4.2.1 Definition of the terms mentoring, mentor, mentee .............................................. 15
4.2.2 Mentoring Support Tools.............................................................................................. 15
5 Support for Early-stage Researchers from Abroad.................................................................... 16
5.1 Support at MU......................................................................................................................... 16
5.2 Support at FEdu MU.............................................................................................................. 17
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1 Preamble
The aim of this document is to present a comprehensive concept of support for early-stage researchers1
at the Faculty of Education of Masaryk University (hereinafter FEdu MU) taking into account their
professional and career situation. This concept includes the period of preparation for future independent
scientific and research activity as well as the actual transition from doctoral studies to the stage of
starting one’s own research career (typically in postdoc/assistant professor positions) having the
potential to achieve habilitation. The document also reflects the role and position of the newly created
platform of the (Post)doctoral School at FEDu MU, which systematically sets up support for the
development of early-stage researchers. The concept further defines and specifies the terms of
interested persons (such as supervisor and mentor), both in the university and faculty environment. The
material is intended for all doctoral students and postdoctoral students, as well as persons who provide
them with methodological support.
The concept is primarily based on the requirements of the European Charter for Researchers and the
Salzburg Principles (2005), which describe the need for adequate support for researchers at the
beginning of their career path. The document also reflects the Strategic Plan of the Ministry for Higher
Education for the Period from 2021; the goals of the Strategic Plan of Masaryk University for the Years
2021–2028 and the Strategic Plan of the Faculty of Education for the Years 2021–2028; the Plan of the
Development of Doctoral Studies at the Faculty of Education of MU 2021+ and Dean’s Directive No.
5/2019: Standard study requirements and students’ results in doctoral study programmes at FEdu MU.
1.1 Concept Structure
In the first part of the document, the situation of early-stage researchers at FEdu MU will be more
precisely specified and the roles of individual participants will be described. Next, the institution of the
(Post)doctoral School will be presented, which is the point of contact at FEdu MU for providing and
communicating forms of support.
The following section defines career development milestones for early-stage researchers and describes
the skills and outcomes crucial to further professional development and career growth. Then the
individual areas and forms of support will be named, as well as the related tools which are provided to
early-stage researchers by the university, the faculty, and the (Post)doctoral School.
In the penultimate part, the document deals with the field of mentoring. It defines the terms mentoring,
mentor and mentee, and names mentoring support tools. Finally, the document sets out the specifics of
early-stage researchers from abroad and the forms of support provided to this group at the level of the
university, faculty, and (Post)doctoral School.
1
If the generic masculine is used in the document, it refers to any gender.
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2 Specification of Definitions and Terms
Key participants are early-stage researchers, as well as those persons who provide them with support
in terms of professional development and career growth. This latter group are supervisors, consultants
and senior (research) employees.
2.1 Early-Stage Researchers
When defining the group of early-stage researchers at FEdu MU, we rely on an internationally
recognised classification of researchers – the so-called European Framework for Research Careers
(European Commission, 2011). The framework distinguishes between four categories of research
careers, referred to as R1–R4. Categories R1 and R2 correspond to the term of early-stage researcher.
According to this classification, researchers (including doctoral students) who carry out research under
supervision are referred to as First Stage Researchers (R1). The designation Recognised Researchers
(R2) refers to researchers who have obtained a doctoral degree, but who have not yet achieved the
ability to carry out research activities independently and require professional supervision.
As part of the terminological anchoring of the term early-stage researchers, the presented concept is
based on the term Early Stage Researchers used by the Salzburg Principles and European Charter for
Researchers. In contrast, however, our revised term early-stage researchers (also widely used in
academia) not only refers to researchers during the first four years of their research activities or
professional training in the form of doctoral studies (p. 29), but also to researchers who have completed
their doctoral studies.
In terms of time, the early-stage researcher stage lasts until researchers gain the possibility of research
independence without the need for supervision (cf. European Framework for Research Careers, R1 and
R2 Research Position Description).
In the context of FEdu MU, we classify all students and graduates of doctoral study programmes as
early-stage researchers. This also includes researchers in the positions of assistants, assistant
professors and postdoctoral students working in individual departments and institutes (for a description
of these positions, see MU Directive No. 3/2018: Job Catalogue; for a description of the postdoc position
at MU, see the RMU Guidelines: Principles and recommendations for personnel management of the
postdoc position at Masaryk University). Support for early-stage researchers at FEdu MU is expected,
as far as possible, in the range of 2 to 4 years from the successful completion of doctoral studies.
2.2 Definition of the terms supervisor, consultant and senior (research) employee
The supervisor is the primary person engaged in the institutionalised supervision of the doctoral student
for the duration of their studies. The tasks of a supervisor at Masaryk University are determined by the
MU Study and Examination Regulations (by Article 28) and the guidelines Principles and
Recommendations for Effective and High-Quality Doctoral Studies at Masaryk University. In general,
the supervisor should systematically guide and support the doctoral student in their professional and
career development (i.e. the transition from R1 to R2), supervise the course of studies, the fulfilment of
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the required outputs, and the quality of the doctoral research. The supervisor should also continuously
provide the doctoral student with feedback on all the areas mentioned, and should assist them in
planning the necessary steps to successfully complete their doctoral studies.
Another role in the supervision of a doctoral student can be held by a consultant, who, thanks to their
specialisation and expertise in a certain field or methodological aspect of the doctoral research, typically
complements the role of the supervisor. At Masaryk University the role of consultant is defined in the
guidelines for the field of doctoral study only as an expert for the given field of science (see Principles
and Recommendations for Effective and High-Quality Doctoral Studies at Masaryk University); this role
is not defined more specifically. At FEdu MU, the role of consultant is not necessarily institutionally
bound; its inclusion is not mandatory, but it is recommended.
In addition to the supervisor and consultant, it is also necessary to mention senior (research) employees
who professionally guide doctoral students, and assistants (i.e. R1 phase researchers), professional
assistants, and researchers in the postdoc position (R2) working in the given department, research
institute, or given research team. The scope of their activity is determined by the Organisational
Regulations of FEdu MU (in Czech).
3 (Post)Doctoral School: its Concept and Activities
The intention of the (Post)doctoral School at FEdu MU is to create a trans-disciplinary platform
supporting interdisciplinary cooperation, thereby seeking to combine inter- and transdisciplinary
approaches. The target group of the (Post)doctoral School at FEdu MU are researchers in the initial
stages of theirprofessional and career development, whom the school wants to support in their study
and research activities, as well as in their sharing, networking, and academic integration. In addition to
doctoral (R1) students, it is aimed at R2 researchers with a doctoral degree. The aim of the activities of
the (Post)doctoral School is to provide this group of researchers with appropriate support during the
transition to independent scientific activity and for developing their expertise. Specifically, activities are
offered aimed at supporting methodological competences (methodological workshops, weekend
methodological school), professional development (requested lectures), publishing skills (publishing
course in English, web platform to support publishing), and mutual sharing and networking (faculty-wide
doctoral conference, the informal event “Doctoral Dates” etc.). An important component is also the
information service about happenings and events in the scientific community.
Designing support for early-stage researchers under the heading ‘doctoral schools’ is carried out in
accordance with the Strategic Plan of the Ministry for the Higher Education Sector for the Period from
2021 (2020, p. 41), the Strategic Plan of Masaryk University for the Years 2021–2028 (2020, p. 16), the
Strategic Plan of FEdu MU for the Period 2021–2028 (2021, p. 15) and the Plan of the Development of
Doctoral Studies at FEdu MU 2021+. At FEdu MU, support for the mentioned target group is being
developed following the implementation of activities aimed at obtaining and maintaining the HR
Excellence in Research Award (HR Award).
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4 Professional Development and Career Growth
The professional development of a researcher refers to the continuous process of their improvement in
every personal dimension and in their scientific-research-pedagogical and other competences which, in
relation to professional standards, are considered to be important for the high-quality performance of
the profession of researcher, scientist or academic.
Professional development is linked to levels of career growth, which can take three paths: (a) with an
emphasis on education, (b) with an emphasis on research and development, or (c) integrating education,
research, and development. Career growth is always associated with the functional classification of a
researcher in a certain career position. For early-stage researchers who have chosen an integrated
career path with an emphasis on education alongside research and development, this is an assistant
and assistant professor position. The research-accented career path refers to the postdoc position.
Career positions at Masaryk University are described in the MU Directive No. 3/2018 Job Catalogue and
are also regulated by the MU Selection Procedure Regulations. Career paths (including rules) are
described in the Evaluation Concept. Research careers are specifically addressed in the European
Framework for Research Careers (2011) – see above. The introductory stages of R1 and R2, i.e.
students at the doctoral level of education or holders of a doctoral degree, are associated with a lower
degree of research independence and expertise, and thus a higher need for supervision. As experience
is gained, qualifications and specialisations are developed and the ability to conduct independent
research is strengthened – up to the independent performance of the role of supervisor of early-stage
researchers. The classification of academic and non-academic employees in research and development
at MU into categories R1–R4 is regulated by the Guidelines of the Personnel Management Office of
RMU.
Individual phases of career development are separated from each other by specific evaluation
milestones, which represent a control instance for the level of development of the necessary
competencies. The career development phase for early-stage researchers begins with the final state
examination, the defence of the Master’s thesis, and admission to doctoral studies, and it continues with
the milestone of successfully passing the doctoral state examination, including the doctoral thesis
defence, while its reference perspective for further direction is the habilitation procedure. The more
advanced phase is directed toward the professor appointment procedure, and the entire career path of
the researcher can then be completed with the honorary degree of professor emeritus. Evaluation
milestones are also represented by transitions to the following phases (for a visualisation of career
growth, including milestones, see figure no. 1).
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Figure No. 1 Visualisation of Career Growth
4.1 Career Development of Early-Stage Researchers
This subchapter is based on three milestones in the career development of early-stage researchers: the
start of doctoral studies, the transition between doctoral studies and one’s own research activity, and
the start of the habilitation procedure. It goes on to define and describe the skills and outputs whose
acquisition (or in the case of milestones whose timely achievement) should significantly support in
particular the professional development of early-stage researchers and subsequently contribute to their
career advancement and employment in research, the academic sphere, or outside these areas,
whether in the Czech or European context.
The general framework for formulating the requirements for a researcher’s profile within the entire cycle
of professional and career development is, in addition to the above-mentioned European Framework for
Research Careers (European Commission, 2011), the so-called (Researcher Development Framework;
Vitae, 2009). It is a competence model defining four key domains of a successful researcher’s career –
(1) knowledge and intellectual abilities; (2) personal effectiveness; (3) research governance and
organisation; and (4) engagement, influence and impact. The domains are specified by subdomains with
associated descriptors indicating mastery of a given competency. The indicators then form the basis of
the Researcher Development Framework Planner application.
A third starting point for describing the requirements for early-stage researchers is the Transferable
Skills Model (The European Council of Doctoral Candidates and Junior Researchers, 2018). The model
includes 66 transferable skills grouped into the following areas: (1) research; (2) mobility; (3) enterprise;
(4) teaching and supervision; (5) interpersonal, or soft skills; (6) cognitive skills; (7) communication skills;
(8) digital skills; and (9) career development.
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4.1.1 Career Development Milestones for Early-Stage Researchers with Tools and Forms of
Support at FEdu MU
Milestone 1: Start of doctoral studies → Milestone 2: Completing doctoral studies and obtaining
a Ph.D. degree
Among the framework documents for this milestone are the MU Study and Examination Regulations,
RMU Guidelines No. 1/2021: Principles and Recommendations for Doctoral Studies and
Recommendations for Students of Doctoral Degree Programmes and Dean’s Directive No. 5/2019
Standard Requirements for Studies and Students’ Results in Doctoral Study Programmes at FEdu MU,
which formulates the obligations of students in doctoral programmes in the area of (1) publishing, (2)
teaching activities, (3) presentation skills and internationalisation, and (4) research activities and
doctoral thesis preparation. The presented concept summarises the forms of support that are provided
to early-stage researchers in these areas at FEdu MU at the level of the university, faculty, and
(Post)doctoral School.
Research Activity and Preparation of a Doctoral Thesis
Early-stage researchers should develop the skills
to plan, manage, and evaluate a research project
as part of their doctoral studies in conjunction with
their doctoral research. Specifically, they should
be able to define a research problem based on
the study of domestic and foreign literature,
process its theoretical basis, evaluate the state of
knowledge in the defined area, differentiate
different types of research and research designs,
and as a consequence to characterise, justify and
appropriately apply the chosen research
strategy/methodology, draw conclusions for
practice from their research findings, and
disseminate the resulting findings. In their
research work, doctoral students should reflect
the state of knowledge and methodological
standards in their field. Learning the principles of
intellectual property, research ethics, and socalled
“open access in science” (Open Science) is
also important.
In relation to Dean’s Directive No. 5/2019, the
following requirements for successfully passing
the milestone of completing doctoral studies and
obtaining a Ph.D. degree apply to early-stage
researchers in the phase of doctoral studies at
FEdu MU:
- one’s own research activity within the
framework of doctoral research the output of
which should be original scientific, i.e.
theoretical, methodological, or empiricalUniversity
support:
- MUNI PhD Academia (e.g. the
FRESHERS course)
- MUNI Employee Portal – Research or
Career Development section.
- Central libraries of individual faculties
(e.g. the Central Library of the Faculty
of Arts and its website Publication of
Scientific Results)
- Language Centre (e.g. course Project
Skills in English)
- Technology Transfer Office – website
Intellectual Property
- MU GDPR Directory
- Research Ethics Committee
- MU Directive No. 6/2015: MU Academic
and Professional Employee Code of
Ethics
- Open Science at MU
- Software licences
Faculty support:
- The methodological part of the studies
(e.g. methodology of scientific work or
methods and techniques of quantitative
and qualitative research), which is
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research work, or work that combines these
concepts in an appropriate way.
- Involvement of doctoral students in
implemented research projects at the units is
recommended.
provided by research institutes and
individual departments.
- Seminars and workshops at various
units (advertised via the website of the
faculty, doctoral studies, or the
communication channels of individual
units) or organised or mediated by the
Central Library of the Faculty of
Education
- Publishing and Research Support
Strategy at the MU Faculty of Education
- Office for Research and Development,
Quality and Academic Affairs
- Project support Office
- Faculty’s Open Science methodologist
Support within the framework of the
(Post)doctoral School:
- Methodological workshops
- Weekend methodology school
- Faculty-wide doctoral conference
Publishing
In the field of publishing, doctoral students should
be able to write a professional text (a journal
study, possibly a professional book or a chapter
of one, a contribution in anthologies/proceedings)
and publish it with a high-quality, (ideally) indexed
publisher.
Specifically, they should gain knowledge about
the publishing process and develop the skills to
successfully manage it. They should be able to
set out publication strategies, select a publication
platform, secure preparation funding, write and
publish output, resolve issues of intellectual
property and publication ethics, and of language
and formal proofreading requirements, to
communicate with the editor’s office, deal with
peer review, and present output ensuring author
affiliation through the use of identifiers.
Orientation in the Open Access strategy for
publishing outputs is also important.
In the context of academic writing, early-stage
researchers should be able to formulate their
considerations and acquire the means of speech,
rhetorical schemes, and basic stylistic principles
of the given, e.g. Anglo-American, language
culture of professional writing.
In relation to Dean’s Directive No. 5/2019, the
following requirements for successfully passing
the milestone of completing doctoral studies and
University support:
- MUNI PhD Academia (e.g. the
FRESHERS course)
- MUNI Employee Portal – Research or
Career Development section.
- MU Portal of Electronic Information
Resources
- Centre for Scientometric Support
- MU Technology Transfer Office
- Central libraries of individual faculties –
e.g. the Central Library of the Faculty of
Arts and its website Publication of
Scientific Results)
- MU Language Centre (e.g. Writing Lab,
translation and proofreading of texts,
workshops)
- Software licences
- Personal identifiers (in Czech)
- Open Access at MU
Faculty support:
- Publishing and Research Support
Strategy at the MU Faculty of Education
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obtaining a Ph.D. degree apply to early-stage
researchers in the phase of doctoral studies at
FEdu MU:
- at least 4 publications (professional books,
chapters in a book, articles in journals or
contributions in anthologies/proceedings), of
which at least 1 study published in a journal or
anthology/proceedings registered in the WoS
or SCOPUS database and 1 study in a peerreviewed
journal.
- Scholarship programme of FEdu MU
No. 2: Supporting talented students in
DSP (in Czech)
- Central Library of the Faculty of
Education
- Office for Research and Development,
Quality and Academic Affairs
- Faculty’s Open Science methodologist
- Publishing Centre of the Faculty of
Education
Support within the framework of the
(Post)doctoral School:
- Publishing Support website –
systematising tools and forms of
support for authors from FEdu MU (not
only for the early-stage researchers)
- A course in publishing skills in English
- Workshops to promote publishing and
academic writing in English
Presenting at (foreign) conferences, stays abroad (internships)
An early-stage researcher should be able to
present professional contributions at conferences
in the Czech Republic and abroad, and possess
sufficient language skills that, in addition to
presenting, they should also be able to establish
foreign cooperation for consulting, project,
publication or other purposes, and thus build an
international dimension to their professional
activities.
In relation to Dean’s Directive No. 5/2019, the
following requirements for successfully passing
the milestone completing doctoral studies and
obtaining a Ph.D. degree apply to early-stage
researchers in the phase of doctoral studies at
FEdu MU:
- an internship of at least 7 weeks, typically at
an academic/research unit,
- at least 4 lectures/presentations at
conferences (2 in the Czech Republic and 2
abroad).
University support:
- MU Centre for International Cooperation
- MU Portal Career Development section
- Courses of the MU Language Centre
- Courses of the Career Centre (in
Czech) (e.g. Presentation Skills)
Faculty support:
- English for academic purposes within
DS (FEdu Language Centre, code by
field)
- Scholarship support for foreign trips and
internships (in Czech)
Support within the framework of the
(Post)doctoral School:
- Faculty-wide conference of students
of the MU Faculty of Education
Teaching skills, social engagement, and communication
Part of academic work also involves conveying
the contents of research activities to various
target groups. Thus, early-stage researchers
should have the teaching skills to conduct various
forms of direct and indirect teaching at a
university (lectures, seminars, etc.). Upon
agreement with the supervisor, it is also possible
University support:
- MU Portal Career Development section
- CERPEK Competence Development
Centre
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to supervise and review Bachelor’s theses. At the
same time, it is important to develop the ability to
communicate, or to popularise science, and to
adapt the form of communication to a given
recipient and purpose.
In relation to Dean’s Directive No. 5/2019, the
following requirements for successfully passing
the milestone completing doctoral studies and
obtaining a Ph.D. degree apply to early-stage
researchers in the phase of doctoral studies at
FEdu MU:
- teaching or other teaching work in the range of
150 hours for the entire period of study.
- Website for remote teaching at MU
- MUNI PhD Academia (summer school)
Faculty support
- Collegial and expert (course guarantor,
study programme guarantor) mentoring
within the framework of teaching
activities in individual departments
- Website for online teaching at FEdu MU
(in Czech)
- DigCompEdu (in Czech) website to
support the development of digital
teaching competences
- Audiovisual studio of FEdu MU
Support within the framework of the
(Post)doctoral School:
- Events to promote the communication
and popularisation of science
Milestone 2: Successful completion of doctoral studies → Milestone 3: Habilitation procedure
The essential career phase guideline for early-stage researchers in the postdoctoral phase is the MU
Directive No. 7/2017: Habilitation Procedure and Professor Appointment Procedure and FEdu Directive
No. 2/2021: The Principles of the Habilitation Procedure and Professor Appointment Procedure at the
Faculty of Education of Masaryk University, as the habilitation procedure represents a reference
milestone towards which early-stage researchers should aim on their way to gaining research
independence. Aiming towards the habilitation procedure is not the only possible career path after
completing the doctoral studies; however, if the researcher is striving for further career growth, this
milestone represents for them a decisive reference point. To describe areas of support for reaching the
milestone of the habilitation procedure, we build upon those areas of support described above for the
milestone completing doctoral studies and obtaining a Ph.D. degree, and we specify them in accordance
with the tendency to gradually acquire research independence and expertise.
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Research and project activities, preparation of the habilitation thesis
Researchers aspiring to the habilitation procedure
should already be gaining greater research
independence and deeper insight not only within
the scope of the researched area, but also within
the entire field. Furthermore, they should be able
to participate more actively and independently in
their own and group research (including project)
activities, to navigate the field of project
management and science funding, to prepare
project applications, and to successfully manage
and subsequently evaluate projects.
At the same time, the international aspects of
research should also be supported to a greater
extent, e.g. by more active involvement in
international communities within the field.
In relation to FEdu Directive No. 2/2021, the
following requirements for successfully passing
the milestone habilitation procedure apply to R2
researchers aiming for habilitation at FEdu MU:
- one’s own research activity within the
habilitation topic, the output of which should
be original scientific work containing new
scientific knowledge. It may also be a
collection of already published scientific works,
or a printed monograph bringing new scientific
knowledge, or a work of art or artistic
performance, or a collection of same.
- Participation in the investigation of scientific
research and other projects
- Membership in scientific and professional
(artistic) societies, national or international
bodies and committees, such as DSP doctoral
committees, the editorial boards of scientific
and scholarly (artistic) journals, scientific
(artistic) boards, grant committees, the
committees of professional societies, the
committees of important congresses,
conferences, festivals, and exhibitions,
editorial boards, etc.
University support:
- MUNI Employee Portal – Research or
Career Development section
- RMU Office for Development (in Czech)
- Central libraries of individual faculties –
e.g. the Central Library of the Faculty of
Arts and its website Publication of
Scientific Results)
- Language Centre
- Technology Transfer Office –
Intellectual Property website
- MU GDPR Directory
- Research Ethics Committee
- MU Directive No. 6/2015 MU Academic
and Professional Employee Code of
Ethics
- Open Science at MU
Faculty support:
- FEdu MU website for the habilitation
procedure
- Seminars and workshops at various
units (advertised via the website of the
faculty, (Post)doctoral School, or the
communication channels of individual
units) or organised or mediated by the
Central Library of the Faculty of
Education
- Publishing and Research Support
Strategy at the MU Faculty of Education
- Office for Research and Development,
Quality and Academic Affairs
- Project support Office
- Faculty’s Open Science methodologist
Support within the framework of the
(Post)doctoral School:
- Methodological workshops
- Weekend methodology school
Publishing
Aspirants to habilitation should further develop
their skills in writing various types of professional
texts (a journal study, possibly a professional
book or a chapter of one, etc.), while the
emphasis is on getting these texts published by
University support:
- MUNI Employee Portal – Research or
Career Development section
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high-quality, (ideally) indexed publishers. Related
to this is the need to improve writing in academic
English, which will allow published results to
achieve greater impact and reach. Tied in with
increasing expertise in a certain area, more active
involvement in peer-review and review
proceedings is expected. The use of personal
identifiers (ORCID, ResearcherID) is a matter of
course.
In relation to FEdu Directive No. 2/2021, the
following requirements for successfully passing
the milestone habilitation procedure apply to R2
researchers aiming for habilitation at FEdu MU:
- publication of scientific, professional, or artistic
works (at least 1 research monograph, at least
15 beneficial scientific studies published in the
Czech Republic and abroad, at least 3
textbooks or other teaching texts)
- achieving 20 positive citations and indexes
(without self-citations) published in the Czech
Republic and abroad
- MU Portal of Electronic Information
Resourcesl
- Centre for Scientometric Support
- MU Technology Transfer Office
- Central libraries of individual faculties
(e.g. the Central Library of the Faculty
of Arts and its website Publication of
Scientific Results)
- MU Language Centre (e.g. Writing Lab,
translation and proofreading of texts)
- Personal Identifiers (in Czech)
Faculty support:
- FEdu MU website for the habilitation
procedure
- Publishing and Research Support
Strategy at the MU Faculty of Education
- Central Library of the Faculty of
Education
- Office for Research and Development,
Quality and Academic Affairs
- Faculty’s Open Science methodologist
- Publishing Centre of the Faculty of
Education
Support within the framework of the
(Post)doctoral School:
- Publishing Support website –
systematising tools and forms of
support for authors from FEdu MU (not
only for the early-stage researchers)
- A course in publishing skills in English
- Workshops to promote publishing and
academic writing in English
Presenting at (foreign) conferences, stays abroad (internships)
Researchers aspiring to habilitation should be
striving to develop domestic and foreign
cooperation more intensively, both within a single
sector and cross-sector, and thus building up the
international dimension of their professional
activities.
In relation to FEdu Directive No. 2/2021, the
following requirements for successfully passing
the milestone habilitation procedure apply to R2
researchers aiming for habilitation at FEdu MU:
- presentation of results internationally,
University support:
- MU Portal Career Development section
- MU Centre for International Cooperation
- Courses of the MU Language Centre
- Courses of the Career Centre
(e.g. Presentation Skills)
- MU Directive No. 4/2017: Sabbatical
leave
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- at least 10 active presentations at scientific
conferences, symposia or seminars, of which
at least 1 is invited, including presentations in
world languages in the Czech Republic and
abroad,
- completing a foreign scientific, professional,
teaching and/or artistic internship, at least 1 of
which is longer than one month, with a total
duration of at least 3 months,
- presentation of the habilitation lecture and
successful defence of the habilitation thesis.
Faculty support:
- FEdu MU website for the habilitation
procedure
- Support for stays abroad and sabbatical
leave for habilitation and appointment
procedures at FEdu (in Czech)
Support within the framework of the
(Post)doctoral School:
- Professional events as an opportunity to
present one’s own area of expertise or
establish contacts for foreign
cooperation
Teaching skills, social engagement, and communication
Aspirants to habilitation should, in conjunction
with their increasing expertise and experience,
have more developed skills for various forms of
direct and indirect teaching activity (not only) at
the university (lectures, seminars, etc.), including
leading and reviewing final (Bachelor’s, Master’s,
and in isolated cases also doctoral) theses and
examinations within the Bachelor’s and Master’s
final state examinations.
In addition to mediating content in teaching, it is
desirable that researchers develop their ability to
communicate in a versatile and at the same time
appropriate way, or popularise science and adapt
the form of communication according to its given
recipient and purpose.
In relation to FEdu Directive No. 2/2021, the
following requirements for successfully passing
the milestone habilitation procedure apply to R2
researchers aiming for habilitation at FEdu MU:
- at least 3 years of regular teaching experience
at a university, including various forms of
teaching activities (lectures, exercises,
seminars, supervision and reviewing of final
theses, or supervision of doctoral students,
etc.), which is carried out in the given or
related field,
- creation of educational (textbooks) and
popular science texts,
- membership in the examination board of final
state examinations is recommended.
University support:
- MU Portal Career Development section
- CERPEK Competence Development
Centre
- Website for remote online teaching at
MU
Faculty support
- DigCompEdu (in Czech) website to
support the development of digital
teaching competences
- Website for online teaching at FEdu MU
(in Czech)
- FEdu MU website for the habilitation
procedure
- Collegial mentoring within the
framework of teaching activities in
individual departments/institutions
- Audiovisual studio of FEdu MU
Support within the framework of the
(Post)doctoral School:
- Events to promote the communication
and popularisation of science
4.2 Concept of Mentoring Support
Early-stage researchers should be professionally guided by their supervisors in the case of doctoral
students, and by the head of the project or unit in the case of assistants, assistant professors, and
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postdoc researchers. Nevertheless, it seems appropriate to strengthen this support with some extra
persons (mentors) who would especially help them in developing soft, transversal and transferable skills
or competences, as well as skills in the field of academic publishing, obtaining grants, study stays, etc.
The document further defines the role of mentor and mentee at FEdu MU, and describes the existing
mentoring support tools found there.
4.2.1 Definition of the terms mentoring, mentor, mentee
Mentoring can be defined as the cooperation between a mentor and mentee. Mentoring is not yet
systemically anchored at FEdu MU; within the RMU guidelines Principles and Recommendations for
Effective and High-quality Doctoral Studies at Masaryk University, the position of mentor is mentioned
in connection with consultations, cooperation (p. 16), and the sharing of experience with colleagues (p.
13). This is an informal position that can be held by different people for individual areas of professional
development and career paths. An early-stage researcher (i.e. doctoral student, postdoc or researcher
in the position of assistant professor) acts in the role of mentee within the framework of mentoring
cooperation, by which we collectively refer to the recipient of support. In the presented concept, mentors
are perceived as important persons accompanying early-stage researchers in various areas of their
professional and career development, who should be helping them at the beginning of their careers to
set a strategy or development plan aimed at successfully achieving the milestone completing doctoral
studies or completing the habilitation procedure. Often, this cooperation is based on a specific
‘agreement’ containing the goals, course, and forms of mentoring cooperation, including steps to
achieve the given goals. The goal of mentoring is not (in contrast to supervising) to lead the mentee, but
to transfer experience and knowledge. Specifically, a mentor can fulfil “the function of a professional
and/or human role model (how to be a scientist, how to approach research, how to organise your work
schedule, etc.), psychological support, or practical help ([…] e.g. by providing their network of contacts
or expertise” (Institute of Sociology of the Czech Academy of Sciences, 2018, p. 3 – in Czech).
Despite the absence of systemically anchored mentoring at FEdu MU, there does exist collegial or peer
mentoring, which arises spontaneously at the unit between students of one degree programme, within
study groups during individual courses in doctoral studies, or during faculty-wide events organised by
the e.g. (Post)doctoral School. Collegial or peer mentoring refers to individual or group support within
the community of early-stage researchers at the faculty. Individual mentoring occurs, for example, during
the adaptation period, when a more experienced colleague is assigned to a new employee. Group
mentoring is supported by the formation of discussion or study groups (meet-ups) across individual
fields, where different aspects of scientific research or pedagogical activities are discussed. Mutual
mentoring also contributes to interdisciplinary sharing and networking.
4.2.2 Mentoring Support Tools
An important institutional platform for mentoring support at FEdu MU is the (Post)doctoral School, the
role of which is to support early-stage researchers to actively search for topics with the potential to
become the subject of mentoring cooperation, and to establish cooperation with domestic or foreign
mentors who are experts on the given topic. Strengthening the more or less formal mentoring
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collaborations and the thematisation of various aspects of professional and career development takes
place within the framework of workshops, lectures, doctoral conferences and the Doctoral Date
community event under the patronage of the (Post)doctoral School.
Information about faculty and non-faculty (not only) mentoring activities on the website and Facebook is
also important.
FEdu MU further takes full advantage of intensive cooperation with other parts of the university,
especially with the RMU Research Office, which organises events promoting the awareness of
mentoring processes, educates mentors and mentees about the principles of mentoring, and at the
same time creates opportunities to establish contacts between mentors and mentees (e.g. PhD Career
Days, PhD Day, Summer school for doctoral students, Cotutelle consultancy, FRESHERS: Skills for
Researcher Careers, seminars focusing on mentoring, seminars for supervisors, and other activities).
For various specific mentoring topics, a suitable opportunity is offered to engage with functioning
mentoring concepts in the Czech Republic, such as the mentoring programme of the National Contact
Centre – Gender and Science (in Czech), which represents a comprehensive concept for mentoring and
also enables the connection of mentees with mentors outside the home institution.
In the context of the structure of mentoring cooperation, a reliable document is the Manual for Mentors
(in Czech) published by the National Pedagogical Institute. Owing to the specific content in mentoring
the target group of early-stage researchers, the Skill set map for mentors of early-stage researchers
(called STEMskiller) is also offered as a suitable tool. Thematically, this tool covers the following four
areas: (1) research and scholarship, (2) learning, teaching, and supervising, (3) career management,
and (4) engagement, involvement, collaboration, transdisciplinarity, and inquisitiveness.
5 Support for Early-stage Researchers from Abroad
Researchers from abroad form a specific subsection of early-stage researchers, because in addition to
the areas of support described above, they also need support based on their specific situation, when
they usually arrive without knowledge of the Czech language, are entering an alien socio-cultural
environment, and have to navigate our academic culture. It also places greater demands on the
supervisors of doctoral students and senior (research) employees in terms of language skills, as well as
on reflecting upon the necessary areas and suitable forms of support for the specific problems and
challenges faced by incoming researchers from abroad.
5.1 Support at MU
From the administrative and organisational point of view, the Centre for International Cooperation and
the Welcome Office play a key role at the university level: they provide incoming students and employees
from abroad with support in all the necessary steps connected with their arrival, stay and departure, and
also provide them with information on the specifics of Czech and academic culture. Foreign employees
can use the website and guide that will lead them through their work or study stay in the Czech Republic.
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Internal regulations, directives, and other important MU documents are also available in English. There
are also English versions of the websites of individual MU constituent parts (e.g. Technology Transfer
Centre).
Foreign students and employees at MU have opportunities for professional and personal development
in Czech language courses for foreigners offered by the MU Language Centre or in courses at the MU
Competence Development Centre.
For doctoral students at MU, a Ph.D. Guide and website listing Recommendations for students of
doctoral study programmes at MU have been created. In addition to administrative and informational
support, international doctoral students at MU are also provided with support in the area of development
activities, organised by the MUNI PhD Academy (FRESHERS courses developing the necessary skills
for a research career, Summer School, MUNI PhD Career Days, and other additional events in English).
5.2 Support at FEdu MU
At FEdu MU, the point of contact for administrative and organisational support for foreign students and
employees is the Internationalisation and International Relations Division, the activities of which are
described in the Organisational Rules of FEdu MU (Article 8 Section ii, in Czech). A set of materials (in
Czech and English) is available for new entrants to FEdu MU (not only) from abroad and their senior
employees which is intended to help them navigate an unfamiliar environment, and to provide basic
relevant information for the performance of their work. These include, for example, instructions for
starting employment, a methodology for starting out and adaptation in employment, an orientation
package for new employees, and an adaptation plan for new employees. For the subsequent stages of
managing the work performance of an employee (not only) from abroad, managers have at their disposal
the Evaluation Concept in English, which also offers a summary of resources for education and presents
career development opportunities.
Relevant information is also provided through important internal standards, guidelines, and regulations
as well as the faculty website and FEdu Portal, which are mostly available in English.
For those interested in doctoral studies at FEdu MU, a web guide for applicants is available in English,
which provides basic information about studies and degree programmes, including admission procedure
requirements. Applicants have the opportunity to choose selected degree programmes in English or
German. A web guide has been created to provide applicants with basic information about life in Brno,
the Czech Republic and about studying at FEdu or MU. For more information, doctoral applicants and
current doctoral students can contact the research and development assistant. Current students can
also turn to their supervisor, a senior employee, and naturally, the faculty also offers an environment to
get support from colleagues.
The (Post)doctoral School reflects the situation of early-stage researchers and involves them in the
faculty and the wider professional community by organising part of its activities in English (e.g. some
expert lectures or methodological workshops; there is a dedicated block for contributions in English at
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the faculty-wide doctoral conference) and it runs an English version of its website, where it provides
information about selected activities (invitations to conferences, calls for publication, etc.) suitable also
for researchers from abroad.