Dr Kay Guccione works in the Researcher Development Team at the University of Sheffield, as a Mentoring Consultant. She designs large scale programmes (for Sheffield and beyond, through her consultancy work), partnering researchers and academic staff with mentors who support them to reflect and develop through critical dialogue.
Through her three key areas of activity: Academic Development, Thesis Mentoring, and Careers Beyond Academia, Kay has created a strong mentoring culture, enabling thousands of developmental conversations across the university. She ensures that mentoring practices are integrated into academic repertoires, and impact also on teaching, tutoring, and student support. For this work Kay was awarded the title of Senate Award Fellow for Excellence in Learning & Teaching in 2017.
Impact of work
She has published articles on trust and PhD supervision, concepts of value in the doctorate, and on the experiences of post-docs who succeed in gaining fellowship funding.
Kay combines user-centred design, with her own scholarship of the doctoral and postdoctoral experience, to ensure her programmes fit with the current researcher career landscape. Her book, 'Taking Control of your Thesis: a guide to get you to the end', is based in her experience of leading a Thesis Mentoring programme supporting over 500 doctoral thesis writers. She works regularly with PhD alumni mentors as part of a strong approach to alternative academic careers post-PhD, and supports those seeking to leave the academy for new, exciting, horizons.
Plans for the future
Kay is a Senior Fellow of the HEA and teaches the Principles and Practices of Mentoring and Coaching as part of mentor and supervisor development programmes. She edits both the Think Ahead Researcher Development blog and the Trust Me PhD Supervision blog and regularly shares her work with the HE-sector through social media - @kayguccione.
In 2015 Kay launched the annual Researcher Education & Development Scholarship (REDS) conference to encourage Researcher Development Practitioners to engage with action research and scholarly activity and continues to support those taking their first steps in Educational research.