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The purpose of this article is to investigate the involvement of Information and Learning Services (ILS) staff in the delivery of the Research Training Programme (RTP) at the University of Worcester, UK, with a focus on researcher receptivity, that is, how research students receive and engage with the session delivered. This article proposes that by constantly reflecting on the development of that part of the programme delivered by ILS and by examining feedback from the sessions, it is possible to improve and increase the level of researcher receptivity. It is hoped that such examination and reflection will be of value and relevance to the IL community. This article outlines the support given to research students at the University of Worcester since 1998, examines the changes leading to present programme delivery and reflects on considerations for future support. The article is underpinned by reference to current research undertaken in international (albeit Westerncentric) contexts and the rationale behind programme development is embedded in the current adult learning and teaching theory. In an increasingly competitive research environment where funding is dependent on a statistically monitored research output, the aim of such support is to integrate any IL contribution into the wider research training programme. Thus resource discovery becomes part of the reflexive research cycle. Implicit in this investigative reflection is the desire of the IL community to embed IL into research support programmes which are perceived by researchers as highly valuable to the process and progress of their work. [ABSTRACT FROM AUTHOR]

This article focuses on the University of Warwick's Wolfson Research Exchange which opened in October 2008. It describes the varied environment that the facility offers to Warwick's research community, and explores the service model provided. The new approaches to learning space design and the students' expectations that informed and influenced the Research Exchange's creation (as well as its ongoing service development) are also discussed. This case study provides an overview of the Research Exchange's developments, successes, and lessons learned which could be applicable to other institutions exploring dedicated spaces and support for their research communities. [ABSTRACT FROM AUTHOR]

The aim of the project was to develop a set of online tools, systems and processes that would facilitate research at the University of Nottingham. The tools would be delivered via a portal, a one-stop place providing a Virtual Research Environment for all those involved in the research process. A predominantly bottom-up approach was used with emphasis placed on effective consultation with research practitioners, administrators, technicians and research managers. Over two years, 41 focus groups were run to ascertain from users the sorts of electronic tools, systems and processes they felt would most support them in their work. Questions to the groups were guided by the lifecycle stages of most research projects from the initial scoping of ideas, through the writing of proposals and monitoring of projects up to the dissemination of results (Wilson, 2004). Key points were collated, and duplications and requests for support that could not be delivered electronically were removed or forwarded to relevant departments, respectively. A cross-group analysis was carried out to determine overlap in requirements and used to establish a priority list for development. Online questionnaires are being administered to all those who took part in the project to obtain feedback and determine user satisfaction with developments. [ABSTRACT FROM AUTHOR]

This project aimed to ascertain from those involved in the research process the kinds of electronic tools that would most support them in their work. This information was used to inform and steer development of new tools and resources delivered via secure technology. The approach was predominantly bottom-up with a huge emphasis placed on effective consultation with practitioners. Honest two-way communication between developers and practitioners was an essential part of the process of embedding new ideas and technologies. In seeking to deliver the requirements suggested, the team identified a much wider need for collaboration across many other University departments. [ABSTRACT FROM AUTHOR]