Focal award: EPSRC and MHCLG Fire Engineering Skills Hub

What the assessor looks for

• a clear vision, and objectives that will make a positive contribution to the scope of this investment opportunity and deliver high quality fire engineering education with tracking measures
• the positive outcomes and impact for society and the economy that the investment is aiming to deliver. Describe the strategies to deliver these, grounded in a model that results in highly skilled fire engineering personnel, employable across a range of sectors and careers
• how your vision aligns and will positively contribute to relevant wider strategies and priorities, including national capability and capacity needs. If relevant, describe how it will provide additionality to your existing doctoral provision
• credible plans for the long-term sustainability of the proposed provision, including future student demand, institutional commitment, maintenance, and development of specialist fire engineering expertise, and where relevant, the development of future academic and research capability
• how the proposed provision will support the future regulated fire engineering profession, including alignment with the Fire Engineers Advisory Panel’s Authoritative Statement and Next Steps paper, development of professional judgement and ethical practice, multidisciplinary working, and the ability to contribute to public safety outcomes
• how the investment will contribute to national fire engineering capability and capacity beyond the funding period, including lasting benefits for the wider education, research and professional ecosystem, and any plans to embed partnerships, expertise, learning resources, or delivery models into longer-term provision

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• deliver your vision and any specific requirements set out in the funding opportunity documentation, including why this approach is necessary to achieve the funder’s expected outcomes
• embed delivery of UKRI’s statement of expectations for its students so that the programme provides a holistic approach that delivers high quality education and research. Also, how it integrates in-depth subject knowledge, research and methodological skills, and wider skills development opportunities
• embed delivery of UKRI’s statement of expectations for its students so that the programme supports students to build their understanding of what conducting high quality research involves
• embed delivery of UKRI’s statement of expectations for its students so that the programme prepares globally competitive researchers and practitioners, able to use their skills to thrive in a range of careers (including academia) and operate across interdisciplinary, collaborative and challenge-led environments
• embed the development of post-graduate (level 7) programmes including CPD programme development

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• create and maintain a positive, inclusive, and supportive environment for all students and staff involved, addressing a variety of needs and supporting good wellbeing including relevant, specific support and training for supervisors where needed
• champion and embed equality, diversity, and inclusion (EDI) for students and staff, across all aspects of the training grant, including supervision, training design and approaches, and flexible student support
• achieve the specific EDI requirements detailed in the funding opportunity documentation or that you are proposing. You should provide evidence for the specific need and value of the proposed EDI activities to achieve its intended aim, including baseline information

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• secured the appropriate research and pastoral capacity to support the number of studentships that you expect to deliver through this award
• a well-evidenced track record of the experience and skills needed to deliver the proposed vision, skills hub programme, and scale
• a well-evidenced track record of contributing to a positive research culture and the wider community
• a well-evidenced track record of supporting the training and development of others, particularly previous involvement in delivering doctoral training successfully
• a track record of fire engineering programme development (master’s level)

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• working together, with effective two-way engagement and decision-making processes
• positively and constructively contributing to the delivery of the doctoral training and the training experiences of the students, with students clearly benefitting from these interactions
• positively and constructively contributing to the delivery of the level 7 programme development
• is appropriate for the size and complexity of the skills hub and ensures continuity of the programme’s capabilities
• has clear leadership roles and responsibilities across the consortium
• supports continual improvement, monitoring, and evaluation
• manages the legal duties of the programme and providers
• supports UKRI’s expectations to create value for society in an ethical and responsible way through relevant frameworks

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• a significant person’s name, their position and office or department, or all
• office address or web link

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• confirm the partner’s commitment to the project
• clearly explain the value, relevance, and possible benefits of the work to them
• describe any additional value that they bring to the project
• have a page limit of two sides A4 per partner

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• total number of students that you expect your programme will support
• costs for the post-graduate (level 7) programmes including CPD programme development in the Total – other costs heading in the costings template

A filled dot only means your answer mentions that ground. It is not a judgement of how well.

What the assessor looks for

• the relevant ethical or responsible research and innovation considerations
• the wider implications of the proposed work, and how you will maximise the positive societal, environmental, and economic benefits arising from the project, while minimising unintended negative impacts, such as research misuse or accidental harm
• how you will manage these considerations

A filled dot only means your answer mentions that ground. It is not a judgement of how well.