Design RTP Learning Pathways and Micro‑credentials for Accelerated Compute - Task 038

Work Package: wp3.3
Open

Fit to programme

This task has been identified by the working groups as part of the agenda behind WP 3.3.

The task number is 038.

Summary

This task will design clear learning pathways and stackable “micro‑credentials” for Research Technology Professionals (RTPs) working with accelerated computing. Instead of ad‑hoc courses, it will map out what RTPs need to know and be able to do at different career stages, from newcomers to experienced leads, and show how technical skills (e.g. working with accelerators and AI workflows) combine with essential professional skills such as triage, requirements gathering, stakeholder communication, risk management and reproducibility.

The pathways will be built from short, focused learning units that can be delivered online or in person and recognised through small credentials or badges. This modular approach mirrors how micro‑credentials are being used more widely in higher education and professional training to provide flexible, career‑focused upskilling. For SHAREing, the pathways will make it easier to see where new e‑learning (WP3.3) and events such as bootcamps and hackathons (WP3.4) best fit, and how they add up over time for an individual RTP. For the wider UK DRI community and the new national skills hubs, the task will offer a practical, evidence‑based template for building structured, industry‑relevant training offers for digital RTPs in accelerated and large‑scale compute.

Approach and Methodology

The task will follow a design‑led, evidence‑informed approach. We will begin with a short review of existing frameworks and practice around micro‑credentials and digital skills pathways in higher education and professional learning, to understand how successful programmes structure levels, stackable units and assessment. In parallel, we will analyse current UK accelerated‑compute and RTP‑focused training offers (including emerging UKRI DRI skills hubs) to identify where there are already strong building blocks and where clear gaps remain.

Building on this, we will co‑create an “Accelerated‑Compute RTP” competency map and 2–3 prototype learning pathways (e.g. early‑career RTP, domain researcher transitioning into an RTP role, senior RTP/team lead). For each major competency or cluster, we will draft 1–2 page micro‑credential or module blueprints, specifying learning outcomes, indicative content, mode of delivery (asynchronous vs live), prerequisites and simple assessment ideas, in a form that can be taken forward by SHAREing, skills hubs and institutions.

A light‑touch consultation phase (short interviews or an online survey) with RTPs, line managers, skills‑hub staff and EDI representatives will be used to validate that the pathways reflect real roles, progression routes and inclusion needs (e.g. flexible entry points, recognition of diverse backgrounds, accessibility of online materials). The work is scoped so that a small team can complete it within six months, by reusing existing good practice and focusing on specification and alignment rather than building full courses from scratch.

The work is complementary to, and not a replacement for, Tasks 015–017. Those tasks define professional skills, map the existing training landscape and identify key stakeholders; this task translates that evidence into concrete learning pathways and micro‑credential specifications for RTPs in accelerated compute. We will schedule a mid‑project review to incorporate emerging findings from 015–017 before finalising the competency map and blueprints.

Outputs

As a minimum, this task should deliver:

  1. An “Accelerated‑Compute RTP” competency map, published in an open, reusable format (e.g. PDF/HTML plus a simple diagram) that can be cited by SHAREing, UKRI DRI skills hubs and institutions when planning training for RTPs.

  2. 2–3 RTP learning pathway diagrams and narratives (for example, early‑career RTP, transitioning researcher, senior RTP/team lead), describing levels, typical progression and how technical and professional skills combine over time. These should be web‑ready and suitable for hosting on the SHAREing site as guidance for RTPs, managers and training providers.

  3. A small set of micro‑credential/module blueprints (e.g. 6–10 short specifications), each 1–2 pages, covering learning outcomes, indicative content, mode of delivery, prerequisites and assessment ideas, clearly indicating how they map onto the competency map and pathways. These should be openly available so that SHAREing, skills hubs and universities can adapt them into concrete offers.

  4. A concise web summary (1–2 pages) explaining the rationale, the concept of learning pathways and micro‑credentials, and how others can reuse the materials.

All outputs must be public and, where possible, released under an open licence. Applicants should state how they will ensure long‑term accessibility (e.g. contribution to SHAREing webpages and a maintained public repository) so that the wider UK community can build on and extend the work.

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