Academic career development advice for early career researchers &nbsp;– and those who manage ECRs – including time management, workload, mental health, well-being and networking


Early career research

Few tools are more important to our survival, in my opinion, than the desire to see through someone else’s eyes. The primary mechanism of that metaphysical sight is storytelling, which helps to generate empathy, that all-important feeling. We know in our bones – and research supports this – that the shortest distance between two people is a story. Powerful public speaking is essentially skilful storytelling before an audience.Why public speaking matters in higher educationPublic speaking is a crucial skill for higher education faculty. Effective communication is essential for conveying complex ideas, engaging students and enhancing learning. Beyond teaching, faculty often present research to an audience of peers and professionals in their field. They may also engage with administrators and external subject matter experts to collaborate on projects, secure funding through grants and advance their careers.&nbsp;Resource collection: ‘Power skills’ for 21st-century academiaWe’ve forgotten how to communicate science to the public at a crucial timeHumans develop humansSpeaking with – and in front of – others undergirds all these activities. Harnessing storytelling in public speaking creates true connections between speaker and audience.As the director of the Center for Communicating Science at Virginia Tech, my mission is to help scientists, scholars, medical professionals and sustainability leaders strengthen their communication skills by listening to their audiences, empathising with them, finding points of commonality, using metaphors and telling stories about their work. Storytelling becomes easier when you speak about something you’re passionate about. Then, it comes from the heart. Embellish the story if needed, but be authentic at the same time.Techniques to improve public speaking&nbsp;By extending tools I’ve learned as an actor to empower researchers in communicating, I work with faculty to hone their public-speaking skills. Targeted exercises derived from the theatre build the muscles of connection. Then we practise, practise and practise. And, to mix metaphors, I tell people to see public speaking like running a marathon – you take a few steps first, then run around the block, and gradually build up your mileage until you can run the full distance.&nbsp;I encourage people to be acutely aware of non-verbal communications. About 93 per cent of what is received is non-verbal. Think about your gestures, your facial expressions. Use them to draw people in.&nbsp;Timing is also important; slow down when you speak in front of an audience. People may feel pressured to fit absolutely everything into their presentation, so they rush through their delivery. We encourage speakers to do the exact opposite. Pause at the end of an important point. A short period of silence lets the audience absorb what you’ve said, process the information and reflect on what they’ve heard and learned. Part of every experience is reflection.Five tips for effective public speakingThere are five dimensions to effective public speaking – the kind that builds bridges with audiences through storytelling:&nbsp;Get personal. I like to borrow a saying from&nbsp;Theodore Roosevelt: “We don’t care how much you know until we know how much you care.” Connecting with your audience builds trust, and sharing stories and emotions allows you to do that. It goes back to putting yourself in others’ shoes and feeling empathy and curiosity towards them.Be direct. Get rid of the fancy words we use in our discipline that only set us apart. Drop the acronyms and the jargon. Instead, find language commonalities with your audience and then use those shared words to connect. Use metaphors to clarify complex concepts.Think of your presentation as a conversation. I’ve learned that scientists often struggle with this idea. They’ll say they want to work on their proverbial elevator pitch – but I wouldn’t want to be in that elevator with them. An elevator pitch goes one way. Instead, think of your delivery as a two-way conversation.&nbsp;Be responsive and spontaneous. That is, read the room. Remember that you’re communicating with other people. Observe what is happening with them; be aware not just of yourself but of your audience and tune in to the context of the human being on the other side of the communication bridge. Is it an 8am presentation? Acknowledge the earliness of the hour, maybe make a quip about it and build rapport through shared laughter.Be emotionally vivid. In graduate school, students are taught to learn our material, be objective and leave emotions out of it. In public speaking, we want the opposite. Share your humanity, talk about your struggles or triumphs. Making an emotional connection is more powerful than logic or data.&nbsp;You’ll feel it when you’re connecting with your audience.&nbsp;Improving science communication requires purposeful practice of skills such as listening and being personal, direct, spontaneous and responsive.&nbsp;You can’t communicate effectively if you are boring people. Faculty who can eloquently and persuasively articulate their ideas – through stories – are more likely to attract attention and engage their peers, students and the broader academic community. Connecting through storytelling can also be joyful and rewarding for both speakers and audience members.Patricia Raun is director of the Center for Communicating Science at Virginia Tech and professor of theatre in the School of Performing Arts. She was director of the School of Performing Arts from 2002 to 2016.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Effective public-speaking techniques for university staff

University faculty need public-speaking skills when they seek to engage students, collaborate with colleagues, secure funding and further their careers. Patty Raun leverages her skills as a stage actor to help higher education professionals improve their presentation chops

Effective public-speaking techniques for university faculty

If we academics believe our research is so important, then having the widest reach and impact is surely the goal. For promotion pathways as well as impact, we need to engage with and translate our research projects for a wide range of audiences. But for early career academics, especially those in STEM, this raises the question: how do you fit public engagement into an already busy schedule?Here’s how to find an approach that suits you.Where does a public engagement journey start?Start now, not tomorrow.&nbsp;As with any new skill, start your public engagement off small. Sign up to an existing initiative. Attend someone else’s public engagement activity. Many universities will host a science or arts festival at least once per year, supported by a wide range of exhibits and activities – so, join one of those. This activity does not have to be your specific research area for you to gain valuable experience and skills. STEM organisations are always looking for volunteers, with an achievable minimum time commitment and events that you can support rather than lead.&nbsp;Researchers need support to change the world – here’s how to provide itSteps to take to encourage more support for public engagement in researchHow to engage with the media and expand the impact of your workDon’t worry about the international multimillion-pound team where you want to be in 10 years. Do something achievable and rewarding this year. Many STEM activities require minimal commitment, such as a 10-minute “meet the scientist” session where you simply talk about your research in an understandable, friendly way.Keep your public engagement project focused and realisticStarting your public engagement project realistically will help make the work manageable. Public engagement describes the diversity of ways in which a university community interacts with those outside the institution (have a look at the National Co-ordinating Centre for Public Engagement’s manifesto for public engagement).&nbsp;Your “public” could be one or more of a range of audiences: the target group of your research, children in a certain age range, retirees, birdwatchers, patients, the hockey club. Identify and focus on your target audience and choose a format that works both for your budget (time and financial) and your audience: in-person or online, one-off or regular, an invite-only workshop or passers-by an exhibit, an independent endeavour or part of a bigger initiative such as the annual science festival.Learn from the professionals. Public engagers, those employed specifically to support and deliver public engagement whether at your university or external, generally love what they do. They are passionate to share their knowledge and love science outreach. Seek them out. Have a chat about your ideas. In the process of going for a first public engagement grant, we met pretty much every member of staff on our university’s public engagement team to hear their ideas, input and feedback. Some departments also offer courses on how to deliver workshops, seminars and presentations. These can help you learn how to make your research accessible and understandable to non-specialist audiences.Seek strength in numbersYou have to be in it to win it: do something, do anything! Public engagement does not have to be a huge time or financial commitment. For what became an international, inter-institutional workshop series, we started with one small, local event. But to build to that scale “I” became “we”, and we became a bigger we.&nbsp;To maintain the manageability, build your team. Don’t do it alone. There’s strength in numbers. Whether it’s one other person or 10. Their ideas, network and time will multiply your contribution.&nbsp;Make public engagement work for youMaybe at this point, it’s all starting to sound like too much work. So, don’t let this be a one-goal behemoth; use it to meet multiple research and professional development goals. You might like to follow a recipe to success:Teamwork: It’s often beneficial to plan and deliver public engagement activities as a team. The workload is a lot more than just the “fun stuff” science communication. The logistics workload can exceed the workshop preparation and delivery workload. Think liaising with participants, venue bookings, catering, comms and promotion. Many hands make light work. A team also means you can match people’s individual skills with tasks. Someone who can take on web development tasks might not be the best person to facilitate a workshop.Scope: Many tasks can comprise a public engagement event. To make sure the participants get the best version of you, and that you’re not spread too thinly over many organisational tasks, match the type of engagement activity with resourcing.Seek funding:&nbsp;A diverse range of funding sources are available for engagement activities (for example, institutional funding through to external agencies). Often, a small pot of money can go a long way. We have obtained grants ranging from £1,000 to £25,000 to support public engagement activities. Seeking funding opportunities also provides bonuses of learning real grant writing, being a PI and project management experience; these are valuable not only for your skills but for your CV and future applications.Enjoy the experienceMetrics and job performance aside, don’t forget to enjoy your public engagement journey. Yes, effective, meaningful public engagement will take up your time and resources; you will need funding, planning and a team. Public engagement is part of the research process and should be recognised within workload models, so that the hard work you put in is rightly recognised. The rewards of good public engagement are numerous: providing opportunity to connect with target groups, generating impact, developing grant development leadership skills, adding to your CV, and making an immediate difference to the lives of people.Sien van der Plank is a senior research fellow at the University of Southampton. John Duncan is a research fellow at the University of Western Australia. Yanna Fidai is an earth observation scientist at Plymouth Marine Laboratory.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Getting started with public engagement: advice for ECRs

Academics need to be able to translate what they research to engage a wide range of audiences. But to do that, scientists must first find the public engagement shape that fits them and their schedule. Here’s advice for getting started

How to make public engagement work for early career academics

For many academics, tenure is the ultimate career goal, offering job security and opportunities for academic advancement. A faculty member recently granted tenure might be able to dedicate more time and resources to conducting ground-breaking research in their field, leading to advancements in knowledge and real-world applications. Researchers can leverage their new-found job security when tackling complex problems and contribute valuable insights to their respective fields. Support personnel and administrators can benefit from the relationship-building opportunities that this long-term stability brings. In this article, I will explain how to demonstrate and maximise your impact to help you towards achieving tenure.Enhance your visibilityIf you want to increase your chances of gaining tenure, share your research widely. Use platforms such as ResearchGate, ORCID, Google Scholar, SCOPUS, Academia and others. You can also publish it on relevant non-academic websites, but when doing so&nbsp;ensure you are aware of SEO principles, which involve researching appropriate keywords and adding them to your text to increase its chances of ranking well in search results.&nbsp;You will need to use different strategies to reach different demographics. Target audiences for knowledge sharing in science research include other researchers and industry professionals, while audiences for population health research include researchers, administrators and policymakers. Equipped with this knowledge, you can target the relevant journals and websites.&nbsp;Build and maintain relationships with individuals, groups or institutions that share common interests or goals. Use social media platforms such as LinkedIn to promote your work and start conversations.&nbsp;A robust and diverse research portfolio is essential for a successful tenure-track application in any field of expertise. For example, when applying for a tenure position in management, you can present papers you’ve published on cutting-edge management theories and methodologies. Additionally, you can emphasise your track record of securing grants that funded innovative research initiatives. Highlighting accolades you’ve earned for your contributions to the field will underscore your expertise and potential for continued scholarly growth.Resource collection: Is your academic career cleared for take-off?Prepare for promotion: how to develop a strategy for successWhat is tenure – and how to get itChoose the right journalsScholars can optimise their influence by focusing on journals with high impact. The following sources are useful in this case:&nbsp;SCOPUS:&nbsp;a database of peer-reviewed literature on science, technology, medicine, social sciences, and arts and humanities.SCImago Journal Rank:&nbsp;provides rankings based on citation data from the Scopus database. It considers the number of citations a journal receives and the prestige of the journals that cite it.Australian Business Deans Council (ABDC) Journal Quality List: evaluates journals in business disciplines based on a peer-reviewed classification system. Journals are ranked in categories (A*, A, B and C) based on quality and impact.Association of Business Schools Academic Journal Guide:&nbsp;like ABDC, ABS ranks academic journals in business and management disciplines based on peer review and expert judgement.Verband der Hochschullehrer für Betriebswirtschaft Ranking: a German ranking system for business journals, assessing journals based on relevance, scientific quality and internationality.Financial Times Top 50 Journals: a list of top journals in business and economics often referenced by researchers and institutions worldwide.Computing Research and Education (CORE) Ranking:&nbsp;focuses on computing science and engineering journals, categorising them into different tiers based on quality and impact.Web of Sciences: a comprehensive research platform that provides access to high-quality scholarly literature and citation databases covering various disciplines. It offers a range of tools and features to support research activities and facilitate knowledge discovery.The job security and increased opportunities that tenure brings are a draw for many. By enhancing your networking skills and increasing the visibility of your work, you can demonstrate value to your institution and improve your chances of gaining this coveted position.Abhishek S Rao K P is an assistant professor (selection grade) in the department of commerce at Manipal Academy of Higher Education, India.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Aiming for tenure? Enhance your research’s visibility

By enhancing your networking skills and increasing the visibility of your work, you can demonstrate value to your institution and improve your chances of achieving tenure

In an era when fake news and AI-created photos and videos populate the digital world, the ability to recognise what is valid and solid evidence (and what is not) is increasingly important. This is particularly relevant in medical and healthcare-related disciplines (including psychology), because work in these fields directly affects the lives and well-being of many people. Students and researchers need to be able to bring together and assess data and results from multiple sources – synthesising evidence – to come to valid, evidenced conclusions and use them to inform their work.In this article, I will discuss what evidence synthesis is, why it should be incorporated into undergraduate curricula and postgraduate training, and how free training can be sought and accessed.What is evidence synthesis?Evidence synthesis is defined as the process of systematically selecting, summarising and appraising data from multiple sources. It involves gathering data from past studies to draw conclusions, assess the support or refutation of theories, and identify research gaps that need addressing before solid conclusions can be drawn. The importance of evidence synthesis in fields such as psychology, psychiatry and healthcare has grown significantly.&nbsp;Studies such as systematic reviews and meta-analyses are in fact instrumental in helping clinicians, policymakers and researchers make informed decisions and recommendations for clinical practice. For example, in the UK, experts within the National Institute for Health and Care Excellence (NICE) consult published evidence synthesis studies (or conduct their own) to develop clinical guidelines and evidence-based recommendations for health and care.Why should I learn about evidence synthesis?Knowledge about evidence synthesis has benefits for both students and educators. As a student (including undergraduates), mastery of evidence synthesis can significantly enhance your academic profile. If you have expertise in conducting these studies, highlight it on your CV. Attending training programmes on specific evidence synthesis methodologies can also expand your knowledge and network with potential co-authors and collaborators for future publications and projects.Three ways libraries are championing the open access movementMaximise your research impact through interdisciplinary collaborationWe set up a thought leadership programme to amplify PhD research reachFor lecturers, evidence synthesis can become a component of your teaching. Consider creating new modules or workshops for master’s and PhD students specifically focused on evidence synthesis. In my experience, these offerings have been in high demand, indicating a strong student interest in learning these skills at university.&nbsp;If you’re not an expert in evidence synthesis, you can still integrate it into your lectures using meta-analyses, umbrella reviews or narrative reviews as references to support concepts or theories. This approach will help students understand the importance of evidence synthesis and encourage them to consult these types of studies when working on their essays and research projects, ultimately improving the quality and value of their work.How to conduct evidence synthesis – and what do I need?Evidence synthesis can be done by using systematic or non-systematic approaches. When you conduct evidence synthesis systematically (for example, when you do a systematic review instead of a literature review), there are precise steps you follow (see Figure 1).&nbsp;First, formulate the research question (for example, what is the population, intervention or outcome of interest?) and prepare the protocol. Then, retrieve the papers from relevant databases based on your discipline and screen them one by one. Data extraction or coding and assessment of study quality and risk of bias will follow. All these steps require you to be familiar with the chosen area of research and the specific methodology you are using (I’ve included suggestions about free training opportunities in evidence synthesis further down in this article).

  
      
  
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Figure 1: Nine steps to undertaking evidence synthesis

&nbsp;Synthesise the data to find the bigger picture and address questions such as: how many studies did I find? What do they look like in terms of design, sample/study characteristics and main findings? Are most studies in favour of or against my hypotheses? Report results with meta-analysis or thematic synthesis, if applicable. Finally, prepare infographics, lay summaries or videos, explaining your study and its importance in simple terms.Evidence synthesis can be done anywhere in the world and is cost effective. I am based in the UK, but I have worked with researchers from Italy, Spain, France, Brazil, the USA, Canada, Malaysia, Singapore and South Korea. I recommend working with other students or academics with expertise in evidence synthesis; they will mentor and guide you through the stages of the project. You can use online software for screening (such as&nbsp;Rayyan or&nbsp;Covidence) or data extraction (Google Sheets). Accessing the full text of some papers could be challenging, especially if you are not affiliated with any university or research centre, or if your institution is not well resourced. Networking with people working at different institutions, requesting inter-library loans or contacting the authors can help to overcome this hurdle.How can I learn to do evidence synthesis?Courses and online guides can help educators, students and researchers learn about evidence synthesis. Online and in-person evidence synthesis courses can be too advanced or costly for some students, especially those in resource-limited institutions or low- to middle-income countries. However, free training opportunities are available.If you are new to evidence synthesis or unsure about the difference between a literature review and a systematic review, watch this three-minute video:&nbsp;Evidence Synthesis – What is it and why do we need it?&nbsp;Some of you might be thinking about doing a systematic review or meta-analysis, but there are many other ways to synthesise evidence. The University of Melbourne Medicine, Dentistry and Health Sciences library provides&nbsp;a comprehensive online guide to review types to help you better understand these methods (including reviews of reviews and qualitative methods for evidence synthesis).If you are interested in learning more about systematic reviews and meta-analysis and the specific steps to completing such projects, watch&nbsp;How to Conduct a Systematic Review and Write-Up in 7 Steps or join the online training course&nbsp;Introduction to Systematic Review and Meta-Analysis.&nbsp;For those who have started working on a systematic review, the&nbsp;Cochrane Handbook for Systematic Reviews of Interventions or the e-book&nbsp;Doing Meta-Analysis with R: A Hands-On Guide dive deeply into the methodological aspects of these techniques. If you have funding available to support your training, type “training evidence synthesis 2024” into Google to search for courses or workshops.Have I provided sufficient evidence to persuade you of the importance of evidence synthesis for students and researchers working in psychology, medicine or healthcare? I believe so, but what do you think?Alessio Bellato is a lecturer in child and adolescent mental health at the University of Southampton and an honorary assistant professor of psychology at the University of Nottingham Malaysia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Why every scholar should know about evidence synthesis

The ability to collect, summarise and analyse data is especially vital for students and researchers in medical and healthcare-related fields, writes Alessio Bellato. Here, he explains what it is and how to access training

Why every student (and researcher) should know about evidence synthesis 

Prospective doctoral candidates have much less understanding of the process and requirements for a publication-based doctorate than they do for the more popular thesis-based route. Completing a doctorate, thesis- or publication-based, takes time and effort. Selecting the right mode is important before starting a research higher degree (RHD), so that the prospective doctoral candidate can be confident of completing&nbsp;it.Here, I discuss the questions that future doctoral candidates should ask if they are considering a publication-based doctorate.Why get a PhD by publication (and other career tips)Why getting a PhD is like building a Lego duckDon’t jettison traditional academic writing just yetWhat is my goal in completing a doctorate?A thesis-based doctorate helps the candidate to explore a subtopic of a research field as deeply as possible, based on few theoretical variables and within a limited practical context (for example, a limited dataset from a single socio-economic setting). A publication-based doctorate could explore a topic with more variables and contexts (for example, different publications on same topic would have different variables and datasets). It gives a publication-based doctorate a little more flexibility to explore a topic more widely. Therefore, the goal of exploring a subtopic area as widely as possible could fit better for a publication-based doctorate.What is my thesis?Yes, even for a publication-based doctorate, candidates need to produce a thesis, a theory or a proposition on a single topic, in combination with the overall contributions of published papers. As a result, the candidates need to think about how they can draw together the relevant findings from published papers to produce new knowledge on a single topic.Are my publications cohesive?For a publication-based doctorate, the publications you may already have and the outputs you plan to produce within an agreed time frame should focus on and contribute to a single subtopic. So ask yourself: how unified are my existing and planned publications? Designing the research aim, research question, methodology and contribution of your intended publications in relation to these sections among your existing publications is instrumental to ensuring that your publications are cohesive.Where am I publishing?Understanding where you publish should be a key consideration, as not all publications will be eligible for inclusion in your submission. All fields of studies have their own benchmark publications. For example, in business, the journal lists of the Association of Business Schools in the UK and the Australian Business Deans’ Council are often used to indicate a publication’s quality. In general, a publication-based doctorate could consist of journal papers, book chapters or published conference proceedings. Industry-based publications could be considered as well in some instances (for example, if you have an article published by a reputable chamber of commerce). Articles in predatory journals and publications such as brief op-ed articles or blogs might not be considered for a doctorate by publication.Will the findings and contributions of my publications stand the test of time?Doctoral candidates may already have publications, perhaps even in good academic journals, but they may be 10&nbsp;years old. The knowledge produced perhaps made a contribution to your field of study, but the subsequent progress of the field may have surpassed your work or made it obsolete over time. So considering the potential significance of publications during the projected time of a doctoral submission is important. Comparing your work with existing publications in your field is a good way to understand the significance of the work you produce.What is the extent of my theoretical and practical contribution?&nbsp;All doctorates should make significant contribution of theoretical knowledge and practical implication. But we know that the extent of theoretical and practical contribution of a RHD can differ based on the type of doctorate someone would undertake. For example, a doctor of philosophy needs to produce significant theoretical knowledge, whereas a professional doctorate would need more practical implications. Therefore, the candidate needs to consider the extent of theoretical and practical implications of their publications, in order to decide whether a doctor of philosophy or a professional doctorate would be more relevant.Am I publishing as a sole author or a co-author?Often, we work in a team and publish with our co-authors. Therefore, if you are planning to include one or several co-authored publications in a publication-based doctorate, securing permission from co-authors to include the relevant sections (that you have contributed to those co-authored publications) into a publication-based doctoral thesis will be helpful in avoiding any future conflict of interest among co-authors.What is my career stage?Career stage would have an influence on whether to opt for a doctorate by publication. For example, a candidate may already have five or 10 years of academic teaching or industry experience but has perhaps produced few academic or industry-based publications. In general, working to publish more papers in next two years, and combining them with existing publications to produce a new knowledge, would be useful to submit a thesis by publication. Mid-career candidates from either academia or industry might be considering a publication-based doctorate alongside other commitments but find that their work-life balance is unsustainable. In this case, a doctor of philosophy would be more appropriate for academic candidates, while a professional doctorate would be more relevant for candidates from industry.How do I find a PhD supervisor?Irrespective of whether the doctorate is by thesis or publication, RHD supervisors play a significant role in training their candidates to become independent researchers. So looking at the prospective supervisors’ profile, comparing your topic with their research area, emailing them to share your draft proposal, and requesting an appointment to talk about it further will be valuable for prospective candidates. It will help them to develop their topic of research, understand research procedures and requirements, and secure a supervisor.These questions will help an academic or an industry professional considering a doctorate by publication to weigh their options carefully.Riad Shams is assistant professor and head of the PhD programme at the Newcastle Business School at Northumbria University, UK. He is a board member of the Northern Advanced Research Training Initiative, a fellow of the Higher Education Academy and the EuroMed Academy of Business, and associate editor of the Journal of Social Entrepreneurship.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Potential research higher degree candidates from academia or industry will need to decide between a doctorate by thesis or by publication. Here are key questions to ask before embarking on the doctoral journey

Publication-based doctorate: is it for me?

Publisher open access (OA), also known as gold OA, for research papers is easy to understand: the final published version of a journal article is available to anyone with an internet connection, with the authors able to choose their preferred reuse permissions via a Creative Commons (or other) licence.

However, not all journal articles can be published open access, typically because there is a publishing fee that the author, institution or funder can’t or won’t pay.

The legal alternative route to OA is self-archiving, also known as green or repository open access. Institutional repositories are online archives that collect and disseminate the research outputs of a university or research centre, whereas subject repositories aggregate literature from a specific field (for example, PubMed Central for biomedical and life sciences). These repositories are well indexed, and content can be discovered through search engines such as Google and accessed directly from university websites.


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With self-archiving, the author uploads a copy of their article to an institutional or subject repository; this is generally the author-accepted manuscript (AAM) rather than the final published version. It is the version incorporating any changes resulting from peer review but without any publisher branding. Historically, many publishers have insisted on an embargo of six to 48 months before the AAM can be made openly available.

The Research Excellence Framework (REF) in 2021 was a key driver for self-archiving in the UK. The REF is used to assess the quality of university research, with about £2&nbsp;billion a&nbsp;year allocated to institutions based on their performance. REF&nbsp;2021 included a requirement for author-accepted manuscripts to be deposited in a repository in order for the article to&nbsp;be eligible for inclusion. Self-archiving is becoming an integral part of funder and institutional open access policies.

Does anyone read copies of articles from institutional repositories?

Yes! It is a misconception that readers are interested in reading open access content only directly from journal websites.

We run sessions on open access for postgraduate researchers and staff and include download statistics for repositories in the UK and our institution to highlight the use of self-archived versions. I&nbsp;always find the figures staggering: there were more than 37&nbsp;million individual journal article downloads from institutional repositories in the UK during 2023. (Of those, 825,885 came from the University of Southampton repository, with monthly article downloads exceeding 55,000 downloads per month.)

These figures are just for journal articles. If you include theses, datasets, book chapters, working papers and all the other item types added to UK institutional repositories, the cumulative total for 2023 is over 65&nbsp;million.

Who is reading these self-archived journal articles, and how do they find them?

Self-archiving in a repository significantly boosts citation counts, according to a 2022&nbsp;paper in&nbsp;Scientometrics, but more interestingly, a&nbsp;2024 study by researchers from Curtin University and Victoria University of Wellington found that self-archiving widened the diversity of users accessing scholarly content. Access via repositories had a larger effect on the diversity of citing countries, regions and fields of research than publisher open access.

Subscription databases used for literature searching, including Scopus and Web of Science, have filters showing self-archived, or “green”, open access content. Google Scholar also pulls content from repositories, and I&nbsp;love the Unpaywall Chrome extension for instantly checking if an article is available via any legal open access route, either on the publisher webpage or via a repository.

Isn’t the repository version inferior to the final published version?

The AAM is the version of the paper that all authors agree is ready to be published, incorporating all changes resulting from peer review. In this important respect, it is identical to the final “version of record” published in the journal, just without the nice branding. When publishers talk about the added value they provide, I&nbsp;argue that the key elements are high editorial standards and ensuring robust, quality peer review rather than typesetting.

A 2023 paper, by researchers from Las Palmas de Gran Canaria and La Laguna universities, suggested that self-archiving in a repository significantly boosted citation counts, giving such articles 50&nbsp;per cent more citations than their paywalled counterparts.

The institutional repository record links out to the final published version of the article, and the citation is to the publisher version. It’s a win-win situation for the author and the reader.

Surely self-archiving means ‘delayed’ open access?

Not any more! It is true that until a few years ago, most AAMs uploaded to repositories were subject to an embargo enforced by the publisher. This meant that for STEM articles, there could be a six- to 12-month delay before the AAM could be made openly available, and for arts, humanities and social sciences, the wait could be as long as two years.

Since 2021, funders and institutions have launched rights-retention policies to support authors to legally share their articles without restriction – after all, that’s why we research. The author maintains copyright of the AAM by including a rights-retention statement in their submission, while the publisher has copyright of the final version if the article is published behind a paywall. Authors have the weight of their funders and institutions behind them, with new “read and publish” agreements with journal publishers in the UK typically containing a clause enabling rights retention.

Everyone can publish without paying a fee, and everyone can read – and even more importantly – build on research without paying to access it.

Nicki Clarkson is an engagement librarian at the University of Southampton.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Why researchers need institutional repositories

Self-archiving in university repositories is an alternative academic publishing route to gold open access that can boost citations and diversify users accessing scholarly content, writes Nicki Clarkson

Unwrapping discovery: the importance of institutional repositories

If PhD students are the academics of tomorrow, what are we doing to ensure that they benefit from an inclusive and collaborative research culture? How do we help them to see academia as a worthwhile, meaningful career?

University leaders and academic staff across the country will likely be in rigorous planning mode to determine how they will support staff to monitor, evaluate and evidence their research impact in anticipation of the Research Excellence Framework (REF) 2029. One of the core purposes of the REF is to support a UK research system that is inclusive and collaborative, allowing a diversity of people, ideas and outputs to thrive and be recognised. This will arguably take up a much more significant slice of the REF assessment pie as the people, culture and environment element is at time of writing expected to be given far greater weighting in assessments.

But where do PhD students fit into this equation?


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UK research shows that postgraduate researchers (PGRs) are “often critical of the perceived lack of attention paid to cultivating a scholarly research community environment for them to feel part of”. This suggests that further work is needed to build inclusivity into our research cultures (that is, the behaviours, values, expectations, attitudes and norms of our research communities) to enable an environment in which all students and staff can feel they belong. It is therefore crucial that PGRs are not an afterthought when we seek to develop inclusive research cultures. If anything, they should be the why to the how we go about producing these systems that ultimately enable excellent research systems and researchers to thrive sustainably.

Here are a few actions we’ve taken at the University of Southampton to more actively consider this.

1. Identify how PGRs see our research culture

Working in collaboration with our students’ union, we have implemented quarterly surveys to identify, understand and improve the student experience of our PGR students. These surveys have focused on aspects related to mental health support, work-life balance, cost-of-living support, feedback opportunities and sense of community. We have also explored how our PGRs understand the term “research culture”, which gives us a baseline understanding to work from. These surveys are being complemented by qualitative focus groups, from which we seek feedback as to how we can facilitate engagement and build PGR community.

2. Gain buy-in from supervisors

Ask any PhD student what the most important facilitator of their progression is and they will almost certainly say: “My&nbsp;supervisor.” While a supportive, constructive and culturally competent supervisory relationship is crucial to the successful completion of most (if not all) PhD research, it is also the cornerstone of building inclusive research communities. Supervisors give PGRs an insight into the inner workings of academia – at their best, they model what good practice and healthy academic relationships look like. While our student surveys show that the vast majority of our PGRs regard these relationships as largely comparable to those between colleagues or mentor-mentee, we know that isn’t always the case.

To set the precedent for healthy relationships, we have created a supervisor-PGR partnership agreement, which aims to foster a solid foundation between PGRs and supervisors in the early stages of the PhD project. The agreement facilitates important discussion points related to responsibilities of the&nbsp;supervisory team, the conduct of supervisory meetings, establishing work patterns, how to support mental health and well-being, opportunities for PGR development and recognising aspects related to equity, diversity and inclusion.

3. Understand the nuances of the PGR experience

With international focus on race equity, many universities have made a concerted effort to better consider the experience of racially minoritised students within higher education. From a UK PGR perspective, we know that racially minoritised students pursuing doctoral routes are severely under-represented, with many having inequitable and harmful experiences when they gain these positions. With relatively little research on how these experiences transpire at the PGR level, we undertook qualitative research with our UK black and Asian PGRs to understand specific challenges encountered and actions needed to create a more inclusive research culture. This research was co-produced with our PGR student partners and adopted a decolonial and participatory methodology to ensure an ethical approach to data collection. We found that while many could speak to positive aspects of their PGR experience, facilitating inter- and cross-peer networking and building in racial representation were key recommendations.

4. Widen access to PGR opportunities

Finally, we recognise that many students still simply don’t see pursuing a PhD as an accessible route. As a British Bangladeshi Muslim woman, I&nbsp;never thought that “someone like me” could do a doctoral degree because there was never any representation or support that suggested otherwise.

This is a key point to consider when we think about research culture. If we don’t think about building a pipeline into PGR for minoritised and under-represented student groups, how can we ever reach a research system inclusive of a diversity of people, ideas and outputs? We have therefore collaborated with our Careers, Employability and Student Enterprise team to curate a De-mystifying the PhD workshop series (targeted to under-represented student groups), supporting students to make informed decisions about pursuing doctoral study. Most importantly, we want students to come away feeling confident that they can pursue a PhD (and will be supported) should they choose to do so.

Research culture in its most holistic sense

Although important questions remain as to how research culture is to be assessed (particularly in relation to the “people, culture and environment” element in the REF), we are at an important crossroads in how universities create and share best practice related to inclusive and collaborative research environments. Regardless of what metrics are used to determine this, we should strive to recognise the small and systemic changes we can make towards these goals. Starting with our PGR students, we can enable a more holistic consideration of research culture.

Maisha Islam is research culture lead for equality, diversity and inclusion at the University of Southampton and a final-year EdD student at the University of Winchester.

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How can we embed inclusion in our research culture for PGRs?

Small, systemic changes can help universities make their research community more welcoming and collaborative. Here, Maisha Islam looks at four actions to consider – from PGR surveys to widening access

How can we embed inclusion in our research culture for postgraduate researchers?

Open access publishing continues to gain ground, with universities and libraries offering increased support in the form of funding for publisher fees and repository infrastructure. Research funders increasingly require publications arising from funded research to be open access. Yet misconceptions about it remain. We want to clear the air about what open access is, how open access publications compare with traditional ones and how to make your work open access.What is open access publishing?Open access publishing refers to research outputs that are accessible to the public without requiring anything in return, including fees, personal information or an account with the publisher. While data and scholarship more broadly can be made open, we focus on publishing scholarly articles in an open access format.Librarians are typically highly knowledgeable in many facets of open access publishing so are key resources in addressing challenges relating to it.Why is open access publishing important?The open access movement is rooted in the belief that everyone should have access to scholarly findings. Subscription-based publishing models often exclude those without institutional affiliations or the financial resources to pay subscription fees. The cost of subscription access to journals has increased far beyond the rate of inflation in recent decades, rendering access difficult for researchers not affiliated with well-resourced institutions, particularly those in low-income countries. Open access advances the application of research beyond academia by enabling access for community groups, policymakers, clinicians and practitioners across disciplines.In addition to improving accessibility, open access attempts to address the “double-dipping” that can occur when taxpayer-funded research is purchased through library subscriptions. Namely, publishers should not charge for access to research information that was paid for by the public.Making research outputs open access supports the rapid dissemination of findings and enhances collaboration, because individuals and institutions don’t have to navigate institutional licences or refer to author agreements to determine whether sharing their works with a particular person constitutes fair use. When a work is open access, it generally has an associated licence, but it dictates use rather than access.&nbsp;Practically speaking, supporting access to publications enhances their impact, as evidenced by higher citation counts and citations from a greater diversity of users. Publishing open access in some form is often a requirement of funding agencies, institutions or governments. Connect with a librarian at your institution to determine whether open access publishing is mandated in your specific case.Resource collection:&nbsp;Wisdom from women leaders in higher educationWhen good enough is not enoughHow to clear the path for the next generation of women in academiaCommon misconceptions1. Open access journals are inherently of lower quality than subscription-based journalsThe reality: because open access publishing can involve the author paying publisher fees, some assume a similarity between open access publishing and vanity presses. The existence of “predatory journals”, which publish works without appropriate quality control mechanisms for the sake of collecting fees, has further confused the issue. Nevertheless, while quality can vary across both subscription-based and open journals, there are many high-quality and reputable open access journals. The Directory of Open Access Journals (DOAJ) is a free tool you can use to find them. You can use it to search by title, subject, publisher, country and more.2. Publishing open access means publishing in an expensive open access journalThe reality: while publishing articles in an open access journal is a common way to make your work open access, it is by no means the only way; there are a variety of other options. When cost is not a consideration, consider either fully open access or hybrid journals, which publish subscription-access and open access articles together. Major publishers, such as Elsevier, Sage and Cambridge University Press, offer lists of hybrid journals on their websites. Sherpa Romeo is a website that collects and reviews open access policies from publishers worldwide. It offers summaries of copyright and open access archiving rules for each journal. Publishing open access in a fully open access or hybrid journal often, but not always, requires the payment of an article or author processing charge (APC); however, it is also possible to make your work open access at no or reduced cost.“Green open access” is an option that involves depositing your work (typically the post-peer review accepted version or “post print”) in an institutional or discipline-specific repository. While the article might be behind a paywall in a subscription-based journal, the content is freely accessible. Many organisations have institutional repositories supported by librarians. Additionally, your library might subscribe to publisher agreements that provide waivers or discounts on APCs, called transformative agreements. Another cost-free option is diamond open access journals, which do not charge APCs. Typically, these are smaller journals run by volunteers. You can find them via the DOAJ, which offers a filter for “journals without fees”.How to make your work, even previously published work, open accessWe advise consulting a librarian early in the process of determining your publishing options. Talk to a librarian before you start your manuscript to accommodate journal-specific requirements. For those with funds to pay APCs, all open access journals are an option and librarians can help to identify respected open access journals relevant to your topic. They can also support assessing the integrity of journals that might be unfamiliar. The initiative Think. Check. Submit. provides a checklist of issues to consider when evaluating a journal.For those unable or unwilling to divert research funds to pay APCs, it might be possible to identify an appropriate diamond open access journal. For most researchers, green open access remains a key option. It is critical to ensure that the journal’s copyright transfer agreement supports green open access. Most do, given that it is a common funder requirement. Librarians can help researchers understand the terms of these agreements and support manuscript deposit in an appropriate repository. We advise researchers to revisit the terms of previously published articles to see if green open access is possible.Although sometimes associated with high financial costs, open access publishing is not a luxury. The knowledge gained from research is impactful only if it is available to those who would build upon or use it. Fortunately, the variety of options means that open access publishing is possible for everyone.Melissa A. Rothfus is a scholarly communications librarian and Catherine Gracey is a master of information student at&nbsp;Dalhousie University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Here, a librarian and master of information student offer insight into facets of open access publishing and the challenges relating to it

Open access: why and how to do it

Starting a new job brings with it a roller coaster of emotions. When I took my first steps into academia at the University of the West of Scotland as an early-career researcher and lecturer, I was excited about the challenge and opportunities ahead. But I also felt apprehensive. What if I couldn’t meet the expectations others had of me? The feeling of the need to prove my worth overshadowed my excitement. 

The prospect of balancing teaching and producing research was daunting. But I realised that the skills I’d developed as a student had prepared me to navigate my way through this challenging new environment. Here are my reflections on creating a stimulating learning environment for your students while ensuring your research is impactful and original.

Learn how to manage your time

At the heart of balancing teaching and research is the art of time management. Traditional strategies like meticulous planning and prioritisation remain invaluable. Setting clear, achievable goals for both teaching and research activities, and creating a structured schedule can significantly reduce overlap and stress. 


	Five strategies to generate a sense of satisfaction in your academic work
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Personally, I’ve found that using software and digital project management tools were fundamental to streamlining my efficiency. They’re effective ways of keeping the planning process fluid and adaptable, allowing you to easily accommodate the unpredictable and ever-changing nature of research without compromising on teaching responsibilities.

Integrate your research into your teaching

One of the most effective ways to balance teaching and research is to see them not as separate entities, but as complementary facets of academia. Incorporating current research topics into the curriculum not only enriches the learning experience for students, but also allows lecturers to delve deeper into their research interests.

For instance, in several of my chemical engineering modules, I integrate my research findings and experience in microalgae-derived biofuels and high-value biochemical compound extraction to demonstrate the real-world applications of what we learn in the classroom. This blend often sparks positive discussions, which not only provide feedback and a different perspective to me, but also the potential to inspire student-led projects that contribute to ongoing research efforts.

Don’t be afraid of technology

The digital age has ushered in a plethora of tools that can ease the ever-changing balancing act between teaching and research. Collaborative platforms facilitate easier communication and project management within research teams, allowing for more efficient use of time and resources. Artificial intelligence (AI) has emerged as a valuable digital tool, offering inspiration and generating ideas for both teaching and research – don’t be afraid of it. 

Cultivate a support network

The importance of a support network cannot be overstated. Building relationships with colleagues who can share teaching loads, offer feedback and collaborate on research projects can significantly lighten the load. For me, this network extends to the students as well. Engaging them as active participants in research projects not only aids my research efforts but also enhances their learning experience and prepares them for future challenges. I find this to be one of the most fulfilling methods because, having not long been a student myself, I still understand the struggles, doubts and needs that chemical engineering students face. By sharing my work, I can build not just a solid student-lecturer relationship, but also lay the foundation for positive future industrial collaborations.

Institutional support is available – and worth tapping into

Many universities now recognise the importance of supporting faculty members in their dual roles as teachers and researchers. Having dedicated departments to turn to for advice, guidance and support, especially when it comes to research, is invaluable. This shift negates the historic pressure-to-publish culture, making the transition from teacher to researcher much more relaxed and enjoyable. 

Additionally, I’ve found that workshops and seminars on effective teaching and research methods have introduced new perspectives and strategies to me by fostering a thriving collaborative network between many different areas of academia – most notably the difference between how STEM academics manage their responsibilities compared with those from within the humanities and liberal arts. 

Embrace flexibility and self-care

Recognise that the perfect balance between teaching and research is a dynamic and often elusive goal. Embracing flexibility and being open to adjusting your strategies as circumstances change are essential. Equally important is prioritising self-care; the demands of academia should not come at the expense of personal well-being. Finding time for relaxation and hobbies outside the university can recharge your batteries and improve your overall productivity and satisfaction.

Callum Russell is a lecturer in chemical engineering and project management at the University of the West of Scotland.

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How to balance teaching and research 

As an early-career academic, how can you juggle teaching and researching while also prioritising self-care? Callum Russell shares his reflections on striking a balance

A career in higher education is both challenging and rewarding, and there are plenty of opportunities to climb the ladder. For many academics, reaching professor level represents the culmination of their efforts. However, there are additional opportunities for those with high ambition, such as becoming dean, director or pro vice-chancellor. This guide offers practical advice for those aspiring to these kinds of position.

Many institutions provide comprehensive guidelines that outline promotion criteria. These often include specific contributions that enhance the faculty or school, international scholarship and research, leadership and connections with external contacts. The guidelines also often emphasise the importance of teaching philosophy, innovative teaching practices, impact and student feedback data as integral components of the promotion process. Here are a few areas where academic professionals need to invest their knowledge and skills.

Strategic career planning: aligning short-term goals with broader career aspirations involves setting objectives that contribute to your long-term vision. Seek professional development opportunities in administration, institution building and leadership. In the early-career phase (years one to four), focus on securing research funding from national and international agencies, publishing your work in high-quality journals and working on your teaching practice. Mid-career professionals can aim for prestigious national and international fellowships, take on departmental leadership roles and contribute to institutional development initiatives. In the advanced career stage, set objectives to apply for senior positions, seek leadership roles and contribute to policy development. The ability to plan and adapt is crucial for long-term success.

Advocating for teaching excellence: investing in pedagogical training showcases a commitment to teaching excellence. Participate in faculty development programmes focused on innovative teaching methodologies. Respond to and learn from feedback from student evaluations or peer reviews that help you understand the needs of students and faculty. This continuous improvement in teaching quality can enhance your reputation as an effective educator.

Research management: apart from publication opportunities, there are various research grants and funded projects that academics can apply for. Government funding agencies such as the Department of Science and Technology (DST) and the University Grants Commission (UGC) offer opportunities in India, while international bodies such as the National Institutes of Health (NIH) and the European Research Council (ERC) provide global options. Additionally, NGOs, foundations and philanthropic organisations support research aligned with their missions, and some corporate entities offer funding for relevant projects. Examples include the Bill and Melinda Gates Foundation, the Ford Foundation and the Tata Trusts. 


	Resource collection:&nbsp;Is your academic career cleared for take-off?
	Prepare for promotion: how to develop a strategy for success
	Landing your first lectureship: top five academic career planning tips


Professional associations, universities and research institutions also offer internal funding mechanisms. Online databases and grant portals aggregate opportunities from diverse sources, allowing researchers to explore and apply for grants that suit their interests and objectives. It is a good idea to monitor these sources regularly to stay informed about new opportunities. 

Collaboration with industry: encouraging faculty to participate in networking initiatives with industry professionals can lead to collaborative projects. Supporting flexible research models allows academics to engage with industry without compromising teaching responsibilities. For instance, establishing partnerships with local businesses for research projects can benefit both academia and industry.

Addressing challenges – research vs administration vs teaching: the past decade revealed a notable shift in priorities within academic careers. Research has increasingly taken precedence over teaching and service. The impact of quantitative metrics, particularly in research output, has been significant, influencing career trajectories and institutional cultures.

While teaching and service contributions remain important, they have often been overshadowed by the prominence of research in academic career progression. This trend underscores the need for academics to navigate a landscape where research excellence is paramount, while also advocating for the value of teaching and service within higher education institutions. Explore ways to encourage excellence in teaching such as to advocate for a teaching-focused track for promotions. Develop strategies to balance research and administrative responsibilities along with effective teaching, emphasising the value of quality education. 

To move up in higher education requires strategic planning and setting clear goals. To streamline the process, break down tasks into manageable steps, delegate when possible and establish boundaries to prevent burnout. Use efficient teaching strategies, explore flexible work arrangements and stay updated on educational advancements. Remember, finding the right balance is a personal journey, and it’s essential to periodically reassess and adjust your strategies based on your evolving needs and circumstances.

Working in an industry that shapes the lives of future generations, it is crucial to ensure that your decisions positively affect the educational journey of students and contribute to the overall growth and success of the institution. This will place you in good stead for progressing to administrative positions.

Arunima K V is an assistant professor at T A Pai Management Institute (TAPMI), Manipal Academy of Higher Education.

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How to advance your academic career

Working in an industry that shapes the lives of future generations, it is crucial to ensure that your decisions positively impact students’ educational journeys and contribute to the overall growth and success of the institution, writes Arunima K V

Working in higher education has many benefits. More flexibility and autonomy are among them. However, the very nature of the work often means we feel under a lot of pressure to perform and deliver “business as usual”­­ while also engaging in a variety of activities that fall beyond the scope of our roles. In addition to this, colleagues seeking promotion are often expected to consistently operate at a higher level than their grade to eventually move up the career ladder. I call this phenomenon “upshifting”.

There is a well-documented culture of over-work and heroism in the higher education sector, where teaching must go on no matter what, which has resulted in a crisis of employee well-being, staff retention and even workplace happiness.

Why is it so hard to navigate work-life balance in academia?

Working hard and being productive is essential to getting things done. However, there is a big difference between being productive and being busy. There is a certain badge of honour associated with being busy that can contribute to the already strong culture of over-work.

Then, of course, there is a fear of missing out. Indeed, opportunities might arise when we are not checking emails. However, it’s important to focus on the bigger picture and the importance of taking time off for enhanced well-being in the long run. Here are some ways to achieve a better work-life balance in academia without feeling guilty about it. 

Manage boundaries

Ensure you create healthy, clear boundaries around your work schedule. For example, having an out-of-hours reply that signposts the reader to information they might need and details the times you are in the office will help you to feel at peace when you’ve logged off for the day. 

Switching off all notifications can prevent the temptation to reply to work-related messages. “I have developed a habit of switching off all work-related apps (Outlook and Teams, for example) once I finish my hours for the day even if I haven’t completed all tasks as planned,” says Lenara Urazaeva, deputy student administration manager at the University of Bristol. “Work can wait until the next day but my mental health won’t…”

Embrace exercise and movement

Exercise offers a wealth of benefits both physical and mental. It can also be an excellent way of engaging in something very different from your work. Setting time aside for it allows you to step away from work tasks and revisit them with a fresh perspective.

“I have always prioritised sport and exercise… because it was part of me long before I was also a mother and an academic. It hasn’t always been easy to carve out time to ride my bike or lift weights, but now I am reaping the benefits because my children see that you don’t have to choose a simple identity based on one thing – being a researcher or lecturer. People are beautifully complex,” says Fiona Spotswood, associate professor in marketing and consumption and head of the marketing and consumption group at the University of Bristol. 


	Resource collection:&nbsp;Unplug from academia
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	Walk the walk to benefit your academic research


Be introspective

Scientists have long proved that the human brain cannot multitask. Instead, it switches between tasks – a process that takes up a lot of mental energy. Single-tasking, reflecting on experiences and engaging in introspection can really help you to gain clarity and perspective. Do this by reminding yourself of your personal values. Philosopher and psychologist John Dewey said: “We do not learn from experience; we learn from reflecting on experience.” As such, we all need some downtime to engage in introspection and make sense of the world around us. 

Make peace with missing out occasionally

Accepting the reality of a demanding job is essential to living a more balanced life, according to Olivier Sibai, lecturer in marketing at Birkbeck University. “It’s a continuous work of reminding myself of what my priorities in life are, accepting that some actions or projects that seem essential and urgent will need to be postponed, accepting that some collaborators will sometimes be disappointed and accepting that working in this way will close off certain career opportunities,” he says. This is not easy, but essential for a happier life in academia.

Switching off might feel like a guilty pleasure, but it’s absolutely essential for long-term productivity and well-being. It’s also a skill we can develop by putting in place relevant support mechanisms, such as out-of-hours replies, shutting down email and messenger apps when not working and taking time to exercise. 

Rushana Khusainova is a senior lecturer at the University of Bristol.

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Four ways to help academics achieve better work-life balance

Switching off can be a considerable challenge for those working in higher education, even though it is essential for a work-life balance and well-being

Four ways to achieve a better work-life balance in academia

Promotion processes within academia are slow and it can be challenging to move up the career ladder. According to a Royal Society report, just 3.5 per cent of PhD candidates get permanent university research positions. Only 12 per cent reach professor level. Many academics aspire to get promoted as quickly as possible. And who can blame them? Getting a promotion is a great achievement. It means that someone has recognised your hard work and dedication. But not everyone wants to be promoted. What if you enjoy your current position? What if you are not ready to take on the additional responsibility that comes with it? 

Research suggests that a satisfying career is one in which you do what you do best and enjoy most. Therefore being promoted into positions that don’t make optimal use of your talents or don’t allow for work-life balance can hurt your career in the long run. A promotion may divert your attention from your primary duties or jeopardise your ability to consistently perform high-quality work. The new role may not offer any learning or new skill development opportunities.

Accepting that a promotion may not align with your professional objectives can be difficult. Refusal of a promotion may convey a lack of ambition and an unwillingness to take on additional responsibilities. However, you must not let this prevent you from following your instinct. If you are offered a promotion that you do not want, here are some ways to turn it down without hindering your career opportunities.

Explain how staying in your position will benefit the institution

First, thank the institution for the opportunity, then take a day or two to prepare a case for why staying in your current role and department ultimately benefits it. The objective is to demonstrate how you can contribute to the institution's long-term success and strategic goals. Handle the situation delicately and assertively. Take time to explain your reasoning to avoid creating any unnecessary tension. 

Explain how you can create value in your current role 

Explain that, although you are turning down the promotion, you are still interested in career advancement, and that you don’t need a promotion to succeed or feel fulfilled. Demonstrate proactivity by offering some suggestions about how you could add more value to the faculty in your current role. What are the specific ways in which you can improve your work? What new initiatives can you propose? Can you use your skills to contribute in new ways? Can your manager provide you with feedback and coaching to help you excel further?


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Reflect on and explain your personal reasoning

Before saying no to a promotion, reflect on the personal reasons why you wish to do so. Fear of failure or a lack of desire for added responsibility could be factors. Timing and personal circumstances may also play a role. Explain the suitability of your current position, highlighting your love for it and how it aligns with your strengths, skills and career goals. Emphasise how it relates to your values and motivates you. Although you may not be interested in getting promoted right now, you never know if your interests, situation or aspirations might change. Have an open discussion with your manager about your mindset.

Back up your decision with data 

Considering factors beyond financial gain and career development is crucial when making decisions about whether or not to accept a promotion. While securing a more senior position can be fulfilling, it can sometimes mean sacrificing work-life balance which can harm your mental and physical well-being. Make two lists, one in which you outline the responsibilities of the new position and the other where you list your personal responsibilities at home. If the list is unbalanced, taking that promotion may not be the best idea. 

Being offered a promotion might be satisfying, but if it doesn’t align with your career goals, you do not have to feel obligated to accept the job. Your career can also grow through lateral moves. Recognise that staying where you are can be a strategic decision that optimises your performance and well-being. 

Remember, if your institution has offered you a promotion, it is a clear sign that your employer thinks highly of you. This means that even if you turn it down, your institution will not want to lose you. And finally, there is no one-size-fits-all career path. Define your version of success, and the decision to accept or refuse promotion will naturally fall into place. 

Shwetha Mudabagilu Krishnappa is an assistant professor at T. A. Pai Management Institute at Manipal Academy of Higher Education.

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How to turn down a promotion without losing face 

Being offered a promotion might be satisfying, but if it doesn’t align with your career goals, you should not feel obligated to accept the job, writes Shwetha Mudabagilu Krishnapp

Regardless of whether you are an introvert or an extrovert, working collaboratively is the foundation for being a successful scientist in the 21st century. Science projects are getting larger and more multidisciplinary with each passing year, and there has been an increase in the number of teams over the last 40&nbsp;years. Questions that need to be answered by science are getting to be more complex and difficult to resolve. We need researchers from many dif­ferent backgrounds and disciplines, working together to tackle global challenges such as climate change, infectious and other diseases, and social issues that are dependent on both psychology and sociology, as well as to address questions about how technologies are affecting humans and global economies.

Anyone who has participated in collaborative science understands that sometimes it can go beautifully right and sometimes it can go catastrophically wrong. In the new science revolution of multidisciplinary, fast, large-scale research, we need to ask ourselves why things go wrong in collaborative projects – and, as importantly, why things go right. How do dream collaborations emerge that not only answer important questions in science, but also add deeper value and emotional connection to our lives?


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In college and graduate school, we focus on building our technical skills, understanding a particular field and thinking critically. We become highly trained, critical-thinking scientists. We are taught to be independent. Then, after graduate school and a postdoc position, we are often, and frequently suddenly, expected to be part of a research project team, designed to bring multidisciplinary experts together to answer larger scientific questions. Sometimes working with the team is rewarding, fun and productive. At other times, the team itself slows things down and puts glue in the research engine. 

What goes wrong? What goes right? Given that we’ve been taught to become independent researchers, we might have less experience in working with other humans, with the key word being “humans”. No longer are controlling for variables and coding in R for some novel statistical analysis the most important factors in moving a project forward. When working with other humans, the most important thing might be understanding personalities and communication styles, building and losing trust, and comprehending our own and sometimes others’ puzzling emotional reactions to our colleagues, as well as their reactions to us.

Thankfully, many people around the world have been studying how teams of people work best and examining what can go wrong. As a close friend of mine says about every problem or challenge: “There’s a manual for that. On YouTube.” Yet, when it comes to scientific collaborations, what we often fail to consider are the feelings and thoughts that crop up when working closely with humans who are not our spouses or very close to us.

Science and emotions don’t usually go together – unless you are a researcher on the psychology of emotions. If we promise to give the data to our colleagues the next day, but our child gets sick and keeps us up most of the night so we don’t get the data to the team, what do we feel? Maybe vulnerability and shame? And how do we respond and behave if we are unaware of our feelings? We might lash out or pull away from our colleagues. 

If peer-reviewed publishing is a foundation for moving scientific fields forward, then trust is the basis for moving scientific collaborations forward. Trust, however, is multifaceted and not all that simple. As author Stephen&nbsp;M. Covey said: “Trust is the one thing that changes everything.” So how do we build trust and keep it? How do we develop mindfulness about employing trusting behaviours in our everyday lives that can help propel our science teams to success? Knowing the technical aspects of research is not enough. Scientists must begin to hone their skills, not only of working within the same space, but also of working collaboratively. 

With the competition for science funds becoming more rigorous with each passing year, researchers must focus on maintaining a competitive edge with others and achieving peak performances. 

For researchers, this means working successfully with others, some of whom are from diverse backgrounds and situations, and who are sometimes in good moods and sometimes in bad moods. They might not be good at communication because they did not learn effective and efficient ways to carry out crucial conversations. Whatever the reasons, our job is to find empathy for our colleagues and understand that we are all doing the best we can with the resources available to us. This is a first step towards better collaboration.

Another sign of peak performance is feeling connected to others and enjoying the laughter, gifts and idiosyncrasies of our colleagues. Sharing our gifts and “leaning in” (persevering in spite of risk or difficulty) to learning with others who are following their own paths can lead to true joy and contentment. Conversations between scientists can now contain words such as “multidimensional spectra analytics” and “compassion” at the same time. 

Learning how to effectively communicate, to be trustworthy and build trust, to be compassionate and have empathy, and to be technically competent is the goal of this book. Through a combination of stories and resources, it will identify the cornerstones for successful collaboration, as well as help people operate at peak performance level and work together to create engaging, fun and sometimes transformative relationships. Often it only takes a few little things to metamorphose an average collaboration into a dream team.

Jeanne M. Fair is a scientist at Los Alamos National Laboratory with a focus on ornithology, infectious&nbsp;disease ecology and climate change.

This is an excerpt from&nbsp;Scientific Collaboration: Strategies for Successful Research Teams&nbsp;by Jeanne M. Fair. Copyright 2023. Published with permission of Johns Hopkins University Press.

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How to turn an average collaboration into a dream team

In this extract from ‘Scientific Collaboration’, Jeanne M. Fair advises scientists to hone the skill of collaboration for better research

Academic resilience, in my experience, is the capacity of students, researchers and educators to&nbsp;pursue their academic goals persistently in the face of challenges and setbacks.&nbsp;It’s a simple idea, but continuing forward can be hard when things are going wrong. It involves maintaining motivation and commitment despite difficulties such as rigorous coursework, research obstacles or the pressure of academic competition.&nbsp;

The most successful academics I’ve observed exhibit qualities that include:


	The adaptability to learn from failures and feedback, and continuously refine their approach
	The emotional strength to manage&nbsp;stress and anxiety 
	The ability to build support systems, seek mentorship and leverage resources such as peer groups or advisers
	Problem-solving acumen, so they can navigate the complex academic environment with innovative solutions.


This article will help you use simple techniques to create academic resilience.&nbsp;

Strategic techniques for enhancing resilience

Build a ‘success thesis’ to help you recover after setbacks

In academia, where setbacks are as common as coffee in a faculty lounge, the secret weapon of the successful isn’t raw intelligence or hard work – it’s their systems. These systems act as a scaffold, supporting the core tenet of resilience, which is the ability to persist and continue forward.&nbsp;The approach involves structured tasks that you do every day, week or month and which will move you closer to your goals in research.&nbsp;


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I often tell anyone who asks for my advice in developing their academic career to come up with a success thesis. This thesis typically will take this structure: “If I do [these things] over [this amount of time], it will be unreasonable for me to fail.” You can use this success thesis to craft systems that focus on the actions you need to perform and will get you to where to want to be.&nbsp;

Such systems aren’t only about bouncing back; they’re also about embedding resilience and adaptability into your daily routine. Habits will make it natural to continue when things get tough.&nbsp;A 2002 study found that participants experienced less stress when involved in habitual tasks. 

This is a juicy detail that textbooks don’t teach: resilience is a system, a daily practice. It is as essential to an academic as their research topic.&nbsp;In academia, where uncertainty is the only certainty, a well-crafted system is the best companion you can have on your journey.

Realise that the best scientists have a long list of failures

Understanding that setbacks are experienced by accomplished academics can be a powerful tool for framing our own academic challenges. 

Look to Princeton professor Johannes Haushofer, who published a “CV of failures”, for inspiration. His list of academic rejections demonstrates that failure is not only common but also an integral part of the academic process. This is particularly important for high achievers in their undergraduate years who might not be accustomed to frequent failure.&nbsp;

This perspective is also crucial in research, where the likelihood that you’ll face rejection and setbacks is high.&nbsp;Recognising that even the most successful figures in academia have navigated numerous failures can help reframe our approach to setbacks, seeing them not as insurmountable obstacles but as essential steps in the journey of learning and growth.

See challenges as necessary for excellence

In the realm of academic excellence, challenges are crucial. The wisdom in stoic teaching emphasises the importance of excellence. Seneca’s profound statement that “without a challenge, excellence withers” illustrates the role of adversity in fostering growth and excellence.&nbsp;

This idea is particularly relevant in academia, where challenges in research, critical thinking and problem-solving are fundamental to intellectual advancement. Facing and overcoming these obstacles not only enhances resilience but also deepens understanding and expertise.&nbsp;For example, being challenged by seemingly rude reviewers and collaborators almost always helps make a study or idea more robust. Also, failure in any research project forces us to rethink, deepen our knowledge and reformulate our plan. 

It’s through navigating these challenges that scholars and students alike refine their skills, expand their knowledge and achieve true excellence in their fields.&nbsp;

Intrinsic motivation works best when things go wrong

Recently, I was reading Drive by Daniel H. Pink, which illuminates the significance of intrinsic motivation, a concept he refers to as Motivation 3.0. Pink, who writes about business, work, creativity and behaviour, argues that intrinsically motivated individuals thrive when they have autonomy over their work, embodying self-direction and a deep engagement in their tasks.&nbsp;

This approach contrasts with traditional extrinsic motivators such as monetary incentives. Pink’s theory is exemplified in projects such as Wikipedia, where volunteers driven by passion and interest contribute significantly without financial rewards.&nbsp;

For academic researchers, this translates into fostering environments that emphasise autonomy, mastery and purpose.&nbsp;Look for opportunities in your work to explore topics you are genuinely passionate about and that allow flexible working methods; regularly connecting with the real-world impact of your work can also lead to more profound engagement and innovative outcomes.

Resilience is a continuous journey

Academic resilience is more than just a trait; it’s also a cultivated skill vital for success in academia. Understanding that even the most successful academics have faced numerous failures and that challenges are essential for excellence can reframe our perspectives on setbacks.&nbsp;

Academic resilience is about persistently moving forward in the face of change and challenge, leveraging our failures as much as our successes and continuously striving for excellence through learning and growth.&nbsp;So embrace these principles, craft your success thesis and thrive.

Andrew Stapleton is a former researcher and founder of&nbsp;Academia Insider. His YouTube channel focuses on academic AI tools, PhD advice and productivity.

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In a career that will make you question everything, challenge and failure are tools for moving forward, writes Andrew Stapleton. Here, he offers techniques to build resilience after setbacks

Strategies for cultivating academic resilience 

Researchers are explorers at heart. We started our postgraduate journey because we wanted to explore important issues and find solutions to them. As we mature into our journey in academia, it’s crucial to maintain that explorer’s spirit.

After three decades in academia, I’ve seen that the career trajectory of a postgraduate student entering academia is not always as straightforward as simply doing research, publishing and presenting in conferences. Here’s what I’ve learned and what I wish I could tell my younger self about starting out as an early career academic.

Find the path 

Many young academics, having just finished their postgraduate degrees and feeling keen to make a name for themselves at their institution, aim to publish materials from their thesis in journals with a high impact factor. At this stage, presenting in conferences is usually not an option due to funding constraints. A few papers are accepted, some require revisions, and some have been rejected, leaving you wondering if you will be able to make it in academia. 


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But the postgraduate thesis is just the beginning. I would say to my younger self (and all early career academics): continue sending the manuscripts to reputable journals. The reviewers are experts in their field and will provide detailed and constructive feedback. Not only will this deepen your understanding of the subject matter, it will heighten your awareness of what the reviewers are looking for in a manuscript. By consolidating these comments over the years, you can build your own checklist for writing strong papers. 

Also, study the way the reviews are phrased and when you feel ready, volunteer to be a reviewer yourself. This will help you build your credibility and reputation as an academic.

Stay on the path 

As you climb the career ladder at your institution, the pressure to publish papers increases. Some people will seem to hit the jackpot and publish impressive results in an area of study that has wide applications – and get recognition for their hard work. Early career academics can be tempted to move into a more industry-relevant area to see greater success, even if it’s not their area of interest.

But it’s important to stay on the path of your research interest. Research is motivated by a curious mind and your own personal interests. There are lessons to be learned from those who publish extensively, but staying true to your interests will help you enjoy your work and sustain you in the long term. 

However, you can refocus your research on solving real-world problems. STEM research finds tangible solutions that are rigorously tested over the research cycle. But even if you’re in non-STEM research, you can think of instances where your research can solve issues. For example, to help develop my students’ communication skills, I led a team to develop interactive micromodules to hone their interpersonal and written skills independently. These micromodules have proved to be a solution to scaling issues due to the increase in enrolment and larger class sizes at my institution. 

Know when you’re ready to diverge from the path

After years of research, you have deepened your knowledge in your chosen subject. But with new technologies and issues emerging, those original areas of interest may begin to lose their lustre. For example, artificial intelligence has changed the way humans look for information and perform tasks, offering opportunities to solve problems in industry and academia. 

At this point, I’d love to tell my younger self to be ready to explore other related fields. It’s important for keeping yourself relevant. You need to plan ahead, moving your area of research to related topics every four to five years. 

By now, you will have worked with colleagues from different departments in your institution – they could now become your research collaborators in interdisciplinary projects. But be aware that you still need to play to your strengths and expertise, to really bring value to your work. 

I lead an interdisciplinary team of colleagues from infocomm technology, health and social sciences and communication skills departments to develop an AI chatbot, designed to hone physiotherapy students’ reasoning and questioning skills ahead of clinical placements. My experience of developing and rolling out micromodules put me in a good position to know what was required for students, software development and project management. 

There will be many ups and downs in the journey, but our explorer’s spirit will make us hungry to keep discovering knowledge and finding solutions, no matter where that takes us. As we tread this path, may the journey help us become better people and better researchers rather than simply number crunchers. 

Lee Chien Ching is an associate professor at the Singapore Institute of Technology.

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Researchers should harness the explorer’s spirit 

Lee Chien Ching shares advice to her younger self and other early career academics on forging your own path through the sometimes forbidding jungle of academia

Researchers should harness the explorer’s spirit to find their career path

Your most recent study is about to be published. The findings are compelling, relevant and timely. You believe that they could be newsworthy. However, you have heard from your colleagues that it is hard to engage with your university’s media relations office. You are worried that even if you could get their attention, they won’t capture the nuances of your study. That is important to you because your study is complex and potentially controversial. It risks being misinterpreted. Ultimately, you are not sure that you will be able to control the narrative, especially when speaking to a reporter. In the end, you decide not to pursue any efforts to share your work.


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This story is rooted in the varying and sometimes competing goals of academic scholars, university media relations offices and the news media. Recognising and addressing the most common differences can help us engage effectively with the media and achieve significant reach for our studies. Here is how to accomplish that:

Start early

The first mismatch arises because, as academic scholars, we generally do not wish to discuss our studies until they have been peer-reviewed. But it’s already too late when the study is about to be published and we finally do contact our media relations office. Preparing for good media relations takes time. It is important to initiate the conversation with your media relations office while the study is in peer review, be explicit that it is still in peer review and give your best guess for a timeline. While it is true that your study may change over the course of peer review, the focus of the work, its novelty and its relevance will likely not. University media relations staff members are used to working under embargo, and it is easy to change a few final details at the end of the process.

Define your goals

Academic scholars don’t always clearly convey the goals they have for communicating their work to broader audiences. Is yours a local interest news story? Do you want practitioners in your field to adopt your findings? Do you want other scholars at your institution to know that you are studying this issue? It is important to recognise that the approaches change depending on the goals. There may be no need to write a full press release if your university’s media relations office can help you connect with, and pitch your study to, a local environmental reporter when the time is right.

Do the work

Academic scholars are generally not trained to write for broad audiences. We believe that is the role of the media relations office. While that is true, it ignores the reality that media relations offices are chronically understaffed and even the best of the best are unlikely to employ someone who is an expert in your field. At the end of the day, no&nbsp;one knows your work and its implications as well as you do. It is important to articulate in plain language the main findings from your study, why those findings are newsworthy to the audience you wish to reach and what makes them of current interest. Think about hooks, stories and analogies that illustrate those points. You may even share the names and email addresses of the journalists you would want to cover your study. The more information you provide, the easier it is for the media relations office to get started, and the more likely it is that your study will be communicated accurately. &nbsp;&nbsp;



  
      
  
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Associate professor Gregory Goldsmith in the Monteverde Cloud Forest Reserve in Costa Rica. He worked with the marketing and communications office to produce content about his research into the temperatures of tropical forest canopies for a broad audience. Photo courtesy of Chapman University



&nbsp;

It is not about nuance

As academic scholars, we are used to communicating with other experts in the field. We spend many years studying and building a comprehensive understanding of an issue. If you are one of the world’s foremost experts on a topic, then it is unrealistic to expect a broad audience to appreciate the issue with the same depth as you. Instead, you should focus on two or three takeaway messages. This does not mean that you must ignore any nuances or caveats of your study. A nuance can provide a unique angle that helps to position your work, but it is rarely the foundation of the story. A caveat may be a key takeaway message in and of itself.

Control the message

The final difference arises because as academic scholars, we do not recognise and address the other mismatches. It is important to realise that if we start early, set appropriate goals, define the story we want to tell and focus on the most important takeaways rather than the details, then controlling the message becomes significantly easier. The written materials that you will have helped develop can be provided to the media. They are often quoted verbatim, simply as a matter of convenience. Your media relations officer, now fully engaged in a collaboration, can help arrange conversations with reporters and provide tips and tricks where necessary. A few details may be lost along the way, but that’s acceptable.

Now again, imagine that your most recent study is about to be published. The findings are compelling, relevant and timely. You believe they could be newsworthy. Your media relations office is ready to post the press release that you helped develop while the study worked its way through peer review. You are confident that you can help the news media understand the takeaways. You are excited for local residents to benefit from your study, even if they won’t know every little detail. In the end, you are glad that you decided to make the effort to share your work.

Gregory R. Goldsmith is an associate professor of biological sciences and the associate dean for research and development in the Schmid College of Science and Technology at Chapman University in Orange, California. 

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How to engage with the media and get your work in the news

Academic scholars are generally not trained to write for broad audiences, so how do you get your compelling, newsworthy research out there? Gregory R. Goldsmith offers five considerations

How to engage with the media and expand the impact of your work

Presenting research to an audience and taking part in conferences is integral to academic life. You may be presenting to fellow academics, students or even the general public, but public speaking doesn’t have to be an overwhelming task. Here is my advice for preparing engaging speeches and delivering them with confidence.

Be prepared

You might be speaking on a panel made up of researchers from different disciplines, but it’s crucial you have a good grasp of the area you’re presenting. An academic at an early stage of their career should be particularly mindful of this and should consider all resources at their disposal: journal articles, books, rules and regulations, real-life cases, experiences and, of course, online. Devote as much time to this as possible and consider all aspects of the topic. This will help you prepare for questions that aren’t directly related to your speech. As a speaker, you must be prepared for all scenarios.


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Organise your thoughts

Once you’ve carried out the research, prepare a paper about the topic. You can structure it like a research article, with an introduction, findings and a conclusion, or you can write it more naturally as a speech. Start with “Welcome to our panel on [subject matter]. Today, I will be speaking about…” By writing it down, you can see how the presentation flows. 

Prepare your talk in this way before putting the information into presentation slides. If you start with the slides, the presentation might not flow as effectively. 

Engage your audience visually

When you’ve structured your presentation, the next step is to prepare the slides. Keep them simple and understandable. Use simple words, bullet points, perhaps add visual effects to engage the audience, and avoid complex sentences.

I like to use a light-coloured background with dark text and images. Charts and flowcharts can be added if suitable for the topic – they help to present complex information in a simple way. 

Practise, practise, practise

When presenting, avoid reading from text – this can be off-putting for the audience. For this reason, practise your speech as much as possible using the prepared slides. Rehearsing the speech will not only mean you don’t have to rely on the text, it will also help you overcome nerves and stress. 

At conferences, you will only have a limited time to present – sometimes as little as 10 minutes. If you’ve prepared too many slides and exceeded the time limit, practising your speech will help you to spot this. Reduce the number of slides if this happens, as you will need enough time to present everything smoothly without having to rush to finish.

Allow time for questions at the end. The audience will undoubtedly want to ask about what you’ve said and perhaps even about something you haven’t said. This is where your hours of preparation will kick in, allowing you to handle curveball questions with ease.&nbsp;

Ayten Ordu is a lecturer and researcher in the Faculty of Law at Near East University.

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Master the art of speaking to an audience

Don’t get stage fright when it comes to presenting your research. Ayten Ordu offers her tips for preparing for speaking success

Conference presentations 101: master the art of speaking to an audience

In a field as competitive as higher education, our ability to articulate our accomplishments in a way that attracts a recruiter’s attention is almost as important as the accomplishments themselves. As Will Rogers once said, “You never get a second chance to make a first impression.” To stand out in a sea of applications, we should pay attention to his advice.

CVs and résumés typically contain short written descriptions of a person’s education, qualifications and previous jobs. Academic CVs are longer and, as the name suggests, used for academic jobs or postgraduate study applications. They should contain detailed descriptions of all academic activities, teaching experience, research expertise, publications, grants, briefs of&nbsp;ongoing, completed funded projects, professional memberships, patents, fellowships and leadership roles.

Unlike industry positions, academic CVs are not typically subjected to automated software screening. This leaves applicants vulnerable to manual scrutiny, which may be affected by an unintentional bias towards or against a specific gender, location or ethnicity. Here is some advice that can make your academic CV stand out in spite of this.

Make a visual impact

Academic resumes tend to be lengthy. You can shorten yours by excluding minor or outdated accomplishments that become less credible with time. Featuring your researcher&nbsp;ID prominently on the document ensures that you don’t have to take up precious space listing works not relevant to the role you’re applying for because, by nature of its presence, recruiters have easy access to all the information they need.

List academic credentials chronologically in descending order and tailor data (currency, weights and others) to the system of measurement relevant to the location of the role you’re applying for. Be accurate with dates, as research databases typically track affiliations and designations. In my personal opinion, there is no way back once a recruiter discovers inconsistencies.

Use active verbs wherever possible to make your CV more dynamic, impactful and engaging. Some examples include the below:


	“Achieved a 100% passing rate for two consecutive years through the implementation of a peer help programme”
	“Cultivated and sustained relationships with 100+ key recruiters”
	“Actively engaged in outreach programmes, such as community services, National Service Schemes and blood donation camps”.


Make your CV sing

Include insights into a funding or fellowship agency you’ve been involved with, such as information about its global footprint and historical background.

Emphasise the quantitative details of awards you’ve received, such as the number of participating countries, nominations and the monetary value of the award.

Focus on providing information about only the works you have had published in indexed conference proceedings rather than superfluous information about every event you’ve attended.

Include summarised details of any leadership roles and administrative activities succinctly. A dean of academics could write, for instance, “Supervised academic affairs, curriculum development and examinations as the dean of academics from 2020-2022,” or an assistant director of training and placements could write, “Oversaw skills development training and placements for undergraduates and postgraduates between 2019-2021”.


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Use AI wisely

Leverage AI to help polish your CV’s layout, ensure consistency and eliminate any duplications and grammatical errors. However, use AI platforms with caution. Many other applicants will be using similar platforms to create or edit their CVs, so relying heavily on them might make yours too similar to others that recruiters are receiving for the same role. Use a personal touch to keep your CV unique, making sure your personality shines through when you talk about your accomplishments.

To craft a compelling academic CV that helps us stand out in this highly competitive field, we need to learn how to select and articulate our achievements wisely and concisely, tailor our language and use AI effectively. Make your first impression the right one.

Ishwar Bhiradi is an assistant professor (senior scale) at the department of mechatronics engineering, Manipal Institute of Technology, MAHE Manipal.

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How to craft a compelling academic CV

Being able to condense your qualifications and achievements into an impactful academic CV is key to standing out as a researcher. Here, Ishwar Bhiradi offers advice on articulation, visual appeal and savvy AI integration to help you make a memorable first impression

Alongside research-related activities, teaching and administrative work, publishing research articles is a key part of academic life&nbsp;– yet it can be an emotional process. Your emotional state can affect your drive to complete the manuscript.&nbsp;Equally, the writing of your article can impact on other parts of your life. 

Most often, the mood you are in is closely related to the stage of the writing process your article is at. When different responsibilities occupy your time, feeling not focused enough on your article can quickly lower your mood. You may find yourself feeling not motivated enough and not be able to understand why. This is when it’s most important to look after your well-being.


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Try to balance your positive and negative emotions. Research has shown emotional well-being has a significant positive effect on self-esteem, physical health, social skills and academic success – and managing emotions has a positive effect on motivation. 

What works for my emotional well-being?

Emotional well-being contributes greatly towards the thinking processes. When those processes are not managed correctly, your performance can suffer.

Before I begin an article, I use several techniques to increase my internal motivation for a period of about five to 10 days. Particularly for the articles I have just started writing, I start when I feel completely ready. If there is a deadline to take into account, I allow myself enough time for completion of the article, making sure to allocate time for making corrections and final edits. Pre-planning and calibrating my calendar with my well-being in mind positively increases my motivation level.

The following self-care tips have helped me to implement a routine and keep motivated during the long writing process:

Adapting to circadian rhythm

During periods of seasonal change, we may need more sleep. I go to bed around 9pm and wake up with the sunrise around 5am, especially in autumn and winter, to align my circadian rhythm&nbsp;with fewer hours of daylight. As a result, I don’t get tired easily and my emotions don’t fluctuate, my energy and motivation stay high and my productivity increases.

Manage your time well

When writing an article, plan when to work on it and for how long. Finishing tasks immediately without procrastinating will save you time and allows you to stick to your plan more effectively. For example, I always check my emails and quickly respond before starting to write, as it clears my mind. 

Think positively

Visualise completing the article and receiving the news that it’s been accepted for publication. Positive thinking in general is important – increase your motivation by spending time with your family and keeping social relationships alive. It’s easier to feel positive when everything’s going well, but it gets a little complicated when things aren’t. My motivation may decrease, my writing process slows down and I have to deal with my negative mood. In this case, I take a break from writing and try to return to my positive mood by making time for pursuits that are good for me.

Carve out a space to work without interruptions

Work at home and allow yourself to focus on writing completely. I’m often interrupted when writing during my office hours, but when working at home I can write for at least two hours without a break. Organise your work environment before you start work. I find having a tidy space to work in reduces the chaos in my mind. In the office, I have to deal with the students and collaborate with colleagues, which makes it difficult to concentrate on my work.

Stay comfortable

Wear comfortable clothes like soft cotton T-shirts and sweaters. Not paying too much attention to my clothes during the day supports my emotional well-being. I also make sure to eat well, sticking to a protein-based diet and preparing nutritious meals for myself. 

Have a routine

A solid schedule will help improve your motivation when academic writing. Make a note of the activities that boost your mood and therefore your writing skills. Ask yourself two questions: “How can I express positive emotions to help me write?” and “How can I deal with the negative emotions that prevent me from writing?”&nbsp;

How to collaborate

When I’m working on an article alone, sticking to my own routine relaxes me and makes my work easier. If you’re working on a collaborative project, I recommend that all participants follow their own routines and apply techniques that work for them and keep them positive. Collaborative work will go more smoothly when people can merge their program and routines, rather than causing disruption, as this can result in&nbsp;negativity and make it difficult to manage emotions. In order to avoid such encounters, for instance, as someone who finds the circadian rhythm useful, if I’m working with a night owl I find it best to work online on a shared document, then meet face-to-face to discuss afterwards.

Burcu Totur Dikmen is the vice-dean of the Faculty of Nursing at Near East University.

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Protect your well-being for a happier writing experience

Writing academic papers can be a long and emotional journey. Burcu Totur Dikmen offers her tips for emotional well-being

Protect your emotional well-being for a happier writing experience

The 1946 Christmas classic It’s a wonderful life&nbsp;is a tear-jerker I watch every year. It’s the one in which Clarence Odbody, the wingless guardian angel, shows George Bailey, the suicidal banker-cum-community altruist, what life would be like if he hadn’t been born.

Well, if you’ve made a New Year’s resolution – perhaps to be promoted, to apply for a new role or to put in for an award or prize – then here’s a writing tip: imagine what life would have been like if you hadn’t been around. Then tell the people reading your application why and how you made life wonderful. Also, and very importantly, provide objective evidence showing how you did it.

I’ve been reading applications for promotion and for consideration for prizes and awards. It always surprises me that applicants don’t explicitly give proof of how they are meeting the set criteria, leaving it instead to the panel to read between the lines to understand for themselves why the applicant should get the job/promotion/award. Sadly, we don’t have Clarence’s supernatural insight to show us what life would have been like without your input – that’s what the application form, your academic CV and any other supporting tasks or documents are for. So, I beg you, please spell it out for us. Tell us what you did (briefly!), why you did it, how you did it and, most importantly, what metrics and evidence show that it was a success.


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In all applications word count is important so you will have to choose your words wisely. Use them to link your application to the criteria. But don’t just state that you meet the criterion or that you do something that might be considered under a specific criterion. You’ve got to make your case. 

Let me give you some examples.

People write with pride that they sit on x, y and z committees. Great. So, what would happen if you weren’t on those committees? What does your presence on those committees bring to the university or to staff or students? Why do you sit on the committees, and what impact does it have on others, or on your own practice?

If you sit on staff-student liaison committees, do you hear good ideas from students in other courses and bring those back for discussion and potential implementation, appropriately amended for your course context, with your students? Has this resulted in enhanced student satisfaction metrics (internal or external surveys) or graduate outcomes measures? Perhaps it has enhanced student retention, progression or completion? Spell it out!

Applicants also say that they attended or organised x or y conference. Wonderful. Would the conference have happened without you? What changed as a result? Who did that affect – staff, students, other institutions – and how can you show that? 

If you presented a paper at a conference, did you present an approach to people from the UK or also an international audience? How many? Were you invited or was it a peer-reviewed process? Did any of the audience contact you afterwards to find out more or to implement the approach in their context? Could you obtain any evidence of their success in implementing your approach? Did you write up the presentation in any way – a blog, conference proceedings or a published article? 

Colleagues write that they have achieved a fellowship awarded by AdvanceHE. Excellent. To achieve their fellowship, those colleagues will have already written about how they supported teaching, learning or student experience at their institution and the impact it has had on students and staff. They should be able to articulate in their job/promotion/award application what they and their fellowship bring to the university and what it indicates. 

For example, an Advance HE fellowship&nbsp;demonstrates a commitment to professionalism and provides recognition of practice, impact and leadership in teaching and learning. While a National Teaching Fellowship or a Collaborative Award for Teaching Excellence&nbsp;recognises, rewards and celebrates individuals or teams who have made an outstanding impact on student outcomes and the teaching profession in UK higher education. So, I beseech you, don’t just write “I have a fellowship”! If nothing else, you should have moved on to mentoring others, and if you weren’t there, where would they be in their careers?

In the film Clarence leaves George a book with an inscription: “Remember, no man is a failure who has friends. Thanks for the wings!” Then a bell on the Christmas tree rings and George’s youngest daughter, Zuzu, declares: “Every time a bell rings, an angel gets his wings.” Clarence got his wings when he had successfully helped George see that his life helping the community was the life he wanted. It is not a bad thing to remember in higher education nor when we explain our role in the academic community or we apply for that job/promotion/award. It’s a wonderful life, because of us!

So, in 2024 let’s all aim to get our wings – that is our new jobs/promotions/awards – and then go help others get their wings, too.

Harriet Dunbar-Morris is pro vice-chancellor (academic) at the University of Buckingham.

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How to show you’re the best person for the job

Many applicants struggle to articulate their successes in their applications for a  job, promotion or award. Harriet Dunbar-Morris is here to help you make your case 

After graduate training and a rigorous interview process, the finish line is in sight. The job offer(s) you’ve been waiting for have started to arrive. Congratulations! 

At this point, the challenges of the job market might lead you to accept the position immediately and move on. Many candidates, especially women and people of colour, hesitate to negotiate the conditions of their employment. You might worry that the offer will be withdrawn, fear a backlash, want to avoid conflict or lack confidence in your negotiation skills. 

Yet negotiation is a standard part of the job-offer process. In fact, most employers, whether in academia or industry, will expect some level of negotiation about remuneration, hours, location or start date. Moreover, this is an excellent opportunity to apply and enhance your negotiation skills. This isn’t just about getting a higher salary; it’s about making sure that the offer is aligned with your values and potential contributions. 


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This article offers step-by-step insights that help you build negotiation skills and the tools to navigate this critical stage with confidence.

The offer’s here: it’s time to harness your negotiation skills

When you receive an offer, the employer is showing they value your potential and are committed to you. Take a moment to celebrate this accomplishment, yet avoid the impulse to immediately accept the offer presented. This is the start of the negotiation process; remember that even a small increase on the initial offer, such as base salary, can have lasting effects on future earnings. 

First, tell them you’re grateful and excited about the job offer – this will set a positive tone for discussions. Then, clarify a time frame for decision-making if the employer hasn’t specified a deadline for your response. This way, you can think over the offer without feeling rushed. If the offer has been made over the phone, request written details via email as well. A written offer will be a clear reference point as you strategise your negotiation approach and priorities.

Preparation to negotiate

Approach your negotiation preparation with a win-win mindset. Negotiation is a two-way communication to reach a mutually satisfying decision via strategic gives and takes. Consider the following tips to prepare your negotiation: 


	Review the entire package. Review all aspects of the offer (such as flexibility in working hours, start date, location and growth opportunities) instead of fixating on one item (such as salary). If you receive a tenure-track faculty job offer, thoroughly review the entire start-up package or research funds, which&nbsp;might include graduate assistants, computing resources, research space or lab supplies. These aspects will be critical to building a solid foundation for your academic career. 
	Know what is negotiable beyond the base salary, such as start date, bonuses, relocation assistance and professional development opportunities. For international graduate students and postdocs in the US, H-1B visa sponsorship and green card support can also be part of the negotiation conversation. What is negotiable can vary greatly depending on the sector (academia or industry, for example), the level of the position or the organisation’s size and policies. However, certain elements (such as health insurance or retirement plan provider, federal and state employment laws and mandatory company holidays) are generally non-negotiable.
	Base your priorities on what is most important to you professionally and personally. For example, for academic roles such as tenure-track faculty positions, consider the balance between research and teaching load, opportunities for research collaboration, conference and grant support, and dual-career support, especially for those with&nbsp;academic partners. If you are transitioning into&nbsp;industry, think about opportunities for professional growth and the potential for leading or being part of projects relevant to your research expertise for real-world applications, as well as work-life balance and location preferences. Avoid negotiating every term because you might be viewed as unreasonable and inflexible. 
	Gather data to support your talking points and demonstrate that your requests are aligned with market value for your role and industry as well as the value you bring to the employer. The following resources will help your research:
	
		Glassdoor, Indeed, Salary.com, PayScale.com, SalaryExpert, Levels.fyi and&nbsp;Comprehensive provide US salary data that’s tailored to industry, location, role and company specifics. The US Bureau of Labor Statistics also provides comprehensive pay and benefits insights.
		Review average salary ranges for similar roles in the eight states with salary range transparency laws with consideration of the cost-of-living variations.
		Examine your job description closely to identify reasons to ask for higher compensation (for example, having more professional experience than is required). Remember, your research and teaching experience during graduate school can often be considered relevant work experience if it contributes to your qualifications for the position.
	
	
	Prepare your script beforehand. Outline how you will present each talking point, along with the supporting evidence you have collected. While you may not need to use all your points, having them ready will help you to navigate the negotiation meeting with confidence.


If you are feeling stuck or need extra support, don’t hesitate to reach out to your university’s career services or to discuss your concerns with a mentor, faculty adviser or alumni. 

How to manage the negotiation meeting

Set up a negotiation meeting via phone or video for an interactive and real-time dialogue to avoid the slow back and forth of email. This also prevents potential misunderstandings caused by written communications. Have this conversation at least two to three days before your offer deadline to give both you and the employer enough time to consider and update any proposed changes. 

At the start of the meeting, express your gratitude and excitement about the offer to build a positive foundation for an effective negotiation. As you present each talking point, your tone should be collaborative, not demanding, as the goal is to find mutually beneficial outcomes. For example:

“Thank you again for the offer of the [XXX] position. I appreciate the opportunity to speak with you today. I am excited about joining [Company X], especially about the chance to work on the [Y project], as discussed during my interview. Before I accept the offer, there are several items I would like to go over with you. First, I would like to explore if there is any wiggle room to adjust the base salary because [provide your justification].”

Finally, request the updated offer in writing to ensure all agreed-upon points are included and accurate. To conclude the conversation, reiterate your excitement about the prospect of joining their team.

Negotiation can be empowering

Becoming comfortable with the negotiation process and honing your skills is essential for career progression. With thorough preparation and a collaborative, win-win mindset, you can turn negotiation into an empowering tool for self-advocacy and career advancement, setting a foundation for future professional negotiations and decision-making.

Gaeun (Gwenn) Seo is the director of graduate career development in the Career Center at Georgia Tech.

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A step-by-step guide to job negotiation for grad students 

The art of job-offer discussions is a skill that will serve scholars throughout an academic career. Here is what to consider and what to say at each stage of the process

Enhancing negotiation skills: a step-by-step guide for graduate students 

In an industry that places high importance on networking, collaboration and innovation, it is vital to set yourself apart with a strong personal brand. You can do this by using conferences, TED Talks and social media to engage in and initiate discourse.

Using conferences as networking opportunities

As well as being centres for knowledge, higher education conferences offer exceptional networking opportunities between individuals who share interests, be they academics, researchers or administrators. By attending them, whether as a speaker or an attendee, you can engage in important discussions, build your network and make an impression. 

Starting dialogues at conferences can lead to fruitful partnerships and opportunities for research advancement. To maximise the chances of this happening, choose wisely when it comes to deciding which conferences to attend. A-grade conferences, for example, are conducted by renowned institutions and professional associations whose review method for papers submitted for conference presentations adheres to a stringent blind peer review procedure. Attending A-grade conferences also offers participants the opportunity to have their work published in prominent academic journals. Whatever the grade, the conferences you attend should attract participants from institutions from all over the world. 

Sharing knowledge via TED Talks 

Doing a TED Talk offers you the opportunity to express your educational philosophy to an international audience. To do this, identify the fundamental message that you intend to communicate and construct an engaging storyline that helps you articulate it effectively. In doing so, you can solidify your position as an authority in your particular field, garnering acclaim and recognition within the education sector and beyond. Here are some tips for planning your TED Talk:


	Identify the core message you want to communicate
	Understand your audience and what interests them
	Make sure your topic is relevant to that audience
	Begin with a powerful hook such as a thought-provoking question or a surprising fact 
	Use personal anecdotes and connect them with the main message
	Be descriptive and build an emotional connection with your audience
	Be concise.


Using social media to interact with the academic community

Developing an online presence requires actively participating in discussions and showcasing your and your institution’s accomplishments. For this reason, social media has evolved into an indispensable resource for professionals in higher education. Platforms such as Academia, ResearchGate, LinkedIn and X enable users to disseminate research findings, engage in discussions and establish connections with colleagues from across the globe. 


	How to progress in your academic career
	Three cornerstones of a successful research career
	Salary negotiation – a guide for faculty members


Engage in active participation within online communities that are pertinent to your area of expertise and utilise these platforms to construct a digital network. Good examples of content to upload include snippets of your lectures and highlights of conferences you attend. Use these to spark discussion. Add relevant hashtags to your content to help it become more visible. Cross-promoting the links on all social media networks will help boost visibility as well.

When it comes to posting frequency, it’s important to be consistent. Upload content once or twice every other day and you’ll start to see your following and post engagement grow. Couple this with active engagement in discussions and prompt replies to comments to help you develop a strong online presence. The key is to be respectful, authentic and engaging. You can do this by injecting humour into your posts and comment replies. There’s no need to respond to each comment individually; instead, create conversation threads. And perhaps most importantly, express your viewpoints without disregarding others’.

Using conferences, speaking opportunities and social media platforms to get your work out there is a great way of advancing your academic career. Through active engagement in these domains, you can craft a strong professional identity and boost the reputation of your institution. Seize these opportunities and watch your impact grow. 

Padmakumar K is the head of PG programmes/placements coordinator at Manipal Academy of Higher Education, India.

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The ultimate tools for academic profile building

Effective social media use and strategic networking can help you shape a distinctive personal brand as an academic. Padmakumar K offers some practical guidance on how to increase your reach

Conferences, TED talks and social media: the ultimate tools for academic profile building

Research impact extends beyond citations and academic recognition. It encompasses how broader contributions of high-quality research affect society, the economy and the environment. This includes bringing tangible, evidenced benefits that influence public policy, contribute to cultural understanding, improve social welfare and drive economic growth. 

Here are strategies that researchers can use to amplify the impact of their work:

Communicate clearly 

Researchers must be able to articulate the significance of their research to non-specialist audiences. This involves translating complex ideas into accessible language and highlighting the relevance of your findings to real-world issues. Use simple language, avoid technical jargon and focus on the difference that your discovery could make in everyday life.

Engage with stakeholders 

Building relationships with industry, government and community organisations can facilitate the application of your research in practical settings. Engaging with these groups throughout your research process can also help tailor your work to meet societal needs.


	Tips for sharing research findings with diverse audiences
	Give your academic paper its best chance of being accepted
	The benefits of having a web presence as an early career researcher


For example, a research team that is developing a new public transportation system initially bases their ideas on technical expertise and data. Through continuous engagement with local government, community organisations and industry partners, they gain insights into urban-planning challenges, budget constraints, accessibility issues and advanced technologies. These interactions guide the team in refining their design to align with city infrastructure, financial viability and societal needs. The process ensures the final system is technologically sound and socially relevant.

Use digital platforms and technology 

In the digital age, online platforms offer powerful tools for disseminating research. Academic social networks, blogs and even mainstream social media channels can amplify your research’s reach and impact.

Communications technology can also be used in the research itself to enhance its social impact. One example from Al-Mustaqbal University in Iraq is work that uses smartphone-based techniques for food safety analysis. This research involves developing portable nanoprobes for the onsite determination of food pollutants, using smartphones as diagnostic tools. The integration of carbon dot nanomaterials and bioreceptor abilities offers a low-cost, rapid and accessible solution for detecting agricultural and food contaminants. This approach represents a novel use of digital technology in research​.

Consider how research can influence policy 

Demonstrating how your research has informed or could inform policy decisions is a potent indicator of impact. This might involve presenting your findings to policymakers, contributing to public inquiries or participating in advisory panels.

Measure economic and social benefits 

Quantifying the economic and social benefits of your research can be challenging but is highly persuasive. Researchers can collect data through surveys or interviews or by tracking metrics before and after implementation. Use clear, relatable case studies or testimonials to illustrate the impact. Regularly update and validate your data to ensure accuracy and relevance.

This might include cost-benefit analyses, case studies or testimonials from organisations that have applied your findings. For example, a study on improving renewable energy efficiency might showcase how a local community significantly reduced energy costs and carbon footprint, supported by testimonials from community leaders and data on economic savings and environmental impact.

Collaborate and form research partnerships 

Collaborative research, often interdisciplinary, can address complex problems and thus have more impact. Partnerships with other institutions, industries or international bodies can also enhance the relevance and application of your research.

Collaborative research broadens the scope and depth of a study, incorporating diverse expertise and resources. Partnerships also increase the visibility and potential for dissemination of research findings, boosting the research’s influence and relevance.

Seek out opportunities for public engagement 

Participating in public lectures, media interviews and community events can raise the profile of your research and demonstrate its societal relevance. This also includes writing for non-academic publications or contributing to public debates on issues related to your field.

What are the challenges and considerations of demonstrating research impact?

While striving to demonstrate impact, researchers face challenges such as the time and resources required to engage beyond academia, the difficulty in measuring certain types of impact and the pressure to balance impactful research with traditional academic outputs. Impact is not always immediate and can occur over a long period. Patience and persistence in communicating and applying your research findings are key.

In conclusion, demonstrating the impact of research is a multifaceted endeavour that requires strategic planning, effective communication and engagement with a broader audience. By embracing these strategies, researchers can not only enhance the visibility and application of their work, but also contribute significantly to societal advancement. As the academic landscape continues to evolve, those who successfully communicate the impact of their research will not only advance in their careers, but also drive meaningful change in the world.

Mohammed Al-Bahrani is a consultant in the scientific affairs division of Al-Mustaqbal University, Iraq.

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Show your impact: a guide for university researchers

In academia, effectively demonstrating and communicating the real-world impact of research is increasingly vital for scholars, driven by demands from funding bodies and academic institutions

Show your research impact: a guide for academics and researchers

So you’re seeking a promotion. Is it to boost your status? Do you believe that you have met the required criteria? Or is now simply your moment? Whatever the reason, you need a well-developed strategy for success.

Seek support from mentors

Try to gain tailored support from colleagues who have been through the promotion process. They can share their wisdom on putting together a good application and take you through the specifics of the process. Don’t be afraid to ask to see your colleagues’ promotion applications because they could give you great insight into what to include. 

Another key source of support is your line manager, who can offer tips on what to highlight when it comes to your achievements and experience. You could also find an academic mentor – someone likely to have a different opinion on how to approach the promotion process. 

Create a personal timeline

There can be lots of school-specific deadlines to meet, so discussing these early with your line manager will give you a chance to create a plan that will help you avoid missing any. Map out a timeline so that you know what needs to be done by when. Within it, aim to build in discussions with your line manager and mentors.

Well before you start completing forms it is useful to undertake a bit of benchmarking and self-assessment so that you have a clear idea of your strengths and areas for improvement.

Increase your visibility within your institution

Academics need to be seen if they want to get ahead. Does senior management know who you are? Do you sit on any important, high-profile committees? A benefit of undertaking activities outside of your day-to-day remit is that they get you noticed by your institution’s decision-makers. If you don’t think that your activities have been noticed, stay alert for opportunities that allow you to raise your profile within the department and beyond. For example, look for calls to join working groups and committees or opportunities to apply for management roles that arise. Are there any channels within the university that you can use to highlight your wider impact? Writing an article that gets promoted in your institution’s internal newsletter is another good way to get noticed.


	Resource collection: How to progress in your academic career
	How to use failure to build an academic career
	Mind the gap: how to write career breaks into your CV


Believe in yourself

Having a positive mental attitude can do wonders for your confidence. Being clear about your key achievements, putting together the paperwork in good time and noting that you have as good a chance as other colleagues can help with this. Equally, it’s important to be realistic. You might not achieve the desired outcome on the first attempt, but you can ask for feedback that might help you succeed the second time around.

Application tips

When thinking about writing your promotion case, refresh yourself on your university’s strategy and mission so that you can highlight any experience that aligns with that directly. Previous annual review paperwork can also feed into your application because it will enable you to highlight areas in which you have significantly improved.

Collaboration is often viewed positively on applications, so consider what you’ve worked on with colleagues. Is this an area that you need to highlight in your application? The answer to this question will depend upon your department or institution’s future goals, which is another good reason to try and stay abreast of what’s happening at the senior management level.

When it comes to your academic CV, stick to the guidance given by your institution, such as that relating to font size and format. Remember that you need to present a full picture of your achievements but you also need to be succinct, so bullet points are your friends. When it comes to how much to include, check the guidance provided by your institution – but, if in doubt, stick to experiences you’ve gained in the last five years. Don’t forget to highlight your external contributions to the academic community: for example, external examining, consultancy, board membership and committees and society membership, among others.

Preparing for promotion can be challenging, but by following the steps I’ve mentioned above, you’ll have a clear picture of the actions you’ll need to take to reach your goal. Remember to be realistic. Sometimes you will have a shorter deadline to work towards than you’d like. Nevertheless, prioritise what needs to be done and focus on submitting the best application that you can.

Eleanor Hennige is the research staff careers consultant at the Institute for Academic Development at the University of Edinburgh.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Prepare for promotion: how to develop a strategy for success

How can you ensure you have the best chances of success when applying for a promotion? Here are some tips from careers consultant Eleanor Hennige 

As an early-career academic, I’ve lost count of the times I’ve been told that academia “can’t be a 40-hour-a-week career”. Mentors, senior leaders and colleagues have insisted that allowing our work to fill our evenings, weekends and holidays is “just what it takes” to be a successful academic. I respect those people’s experiences, hard work and achievement, but this isn’t what I want for myself. It also isn’t a feasible option for me – with two young children and other community commitments, it’s rare that I can find more than 40 hours a week to spend on my job even if I wanted to do so!

Fortunately, I’ve also had people both tell me and show me that it can be different. As academics, we don’t have to choose either well-being or success. Knowing that this is possible has set me on a path of experimentation, ongoing learning and using my researcher skills to grapple with the puzzle of how to live and work sustainably in academia. 


	How to survive the academic treadmill
	Good daily work habits for early career researchers
	Three easy ways to stay healthy in the new year (even with a busy job)


I’m five years into this journey, and it was recently suggested to me that having been a distance doctoral candidate, a productive early-career scholar and a full-time academic mama, I must have developed “formidable” time-management skills. It doesn’t feel like that from the inside! However, below are six key things I’ve learned so far.

Understand the nature of knowledge work

The biggest “unlocker” for me was reading the early chapters of Alexander Clark and Bailey Sousa’s 2018 book, How to Be a Happy Academic. These scholars from the University of Alberta drew on the work of Peter Drucker to characterise academic work as “extreme knowledge work”, breaking down the characteristics of knowledge work and knowledge workers (in this case, academics). Clark and Sousa pointed out that the work we do has no upper thresholds and, importantly, that “time is always insufficient for knowledge workers to do all that could be done. Success involves making the right choice of what to do.”

Understanding this idea was transformative for me. I had been working on the assumption that it was possible to do all the things, and that success meant doing them all (preferably very well). But if we change the premise and accept that we can’t do everything that lands on our plate, then the challenge becomes not keeping up but deciding which things to do and how much time to allow them to occupy. 

Recognise where you have agency

Some tasks will, of course, be non-negotiable. Most academics must teach a specified loading, for example, that brings fixed numbers of contact hours or papers to grade. However, we have choice around how we do those tasks. I’ve found it helpful to recognise the levers that we can use to configure things such as our teaching and adjust the time involved. Depending on our experience and context, teaching-related examples include how much time we spend preparing, which material we choose to revise each semester, the types of assessments we select (and their implications for marking time), and how we share co-teaching and preparation with colleagues. Looking for the levers we can move and the spaces where we do have agency allows us to change the time that at least some tasks take. Choosing to be part of consultation and critique and proposing alternatives is also an important form of pursuing improvement at more structural levels.

Observe yourself

Inspired by Thesis Whisperer Inger Mewburn’s account of tracking her time as an academic, I’ve experimented with tracking my (work) time. I used a free online tool for a while, and now use a good old spreadsheet to sort my time into teaching, research, service, administrative and collegial categories. I can see how many hours a week I’m working, how my time is distributed across aspects of my role, and how much time I’m donating to my employer above the time I’m paid to put in. And with all the messiness of school drop-offs and pick-ups, Saturday teaching, and early-morning or evening meetings with colleagues in different time zones, tracking my time confirms that I’m neither under- nor overworking substantially.

Recognise the murky relationship between inputs and outputs in knowledge work

Another characteristic of academic work as extreme knowledge work (Clark and Sousa again) is that there is no direct relationship between inputs and outputs. We can put in lots of time and have nothing very worthwhile to show for it or we can put in fewer well-focused hours and produce something useful. I’m getting better at recognising my “non-productive mode”: when I’m sitting at my computer and reaching for the low-hanging-fruit tasks such as emails, unnecessary planning or fine-tuning. I’m learning to stop and return when I’m able to be productive, and I’m learning to prioritise the more important outputs instead. (This one is an ongoing battle, with tiredness and childcare being complicating factors!) 

Recognising that many tasks will expand to fill the time I allow them to take, I’ m getting better at managing myself, as it were. Sadly, artificial or self-imposed deadlines don’t fool me, so I’ve taken to delaying when I allow myself to start a task. This way, the real deadline can work its magic, creating just enough of a sense of urgency to make me focused and efficient without putting myself under so much pressure that it becomes counterproductive.

Feed yourself to stay on track

I know that if left to my own devices, I will slip into less helpful work habits and thinking patterns, so I deliberately ensure that the kind of advice I need to hear comes across my radar on a regular basis. So, contrary to the usual time-management advice to unsubscribe from all unnecessary mailing lists, I deliberately subscribe to lists that equip and refocus me. At the moment, I’m enjoying Loleen Berkdahl’s Academia Made Easier, Oliver Burkeman’s The Imperfectionist, Jenn McClearen’s Publish Not Perish. I also like Brené Brown’s Dare to Lead podcast, which often includes insights on knowing ourselves, our mindsets and our work habits. 

Be clear that it can be different

Ultimately, our beliefs shape our reality. If we choose to believe that an academic career must involve 50- to 80-hour weeks, then this will probably be our experience. But if we start with the assumption that it can be different and that we just need to figure out how to do it, we will be oriented and open to possibilities, solutions and positive change.

Katrina McChesney is a senior lecturer in the division of education at the University of Waikato, New Zealand.

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Managing time, tasks and well-being in academia

Academic careers are often associated with long hours, overwhelming workload and burnout – but it doesn’t have to be that way. Understanding the nature of knowledge work can help, says Katrina McChesney

It can be different: managing time, tasks and well-being in academia

LinkedIn is a great tool for disseminating research, enhancing impact and keeping up to date with fellow researchers. It is simple to use. However, for many of us, talking about our own achievements might feel like shameful self-promotion. This, coupled with a lack of time makes engaging with the platform seem like a real chore. Here, we offer seven tips to help academics nail this vital skill.

Decide what you want to be known for

Your digital presence is visible to a large audience at all times. So think about what type of impression you want to create with your online communications. To answer this question, think about how you want others to view you. Here are some ideas to help get you started:


	Write down three words that represent your core values
	Ask colleagues, friends and family what they believe you stand for
	Take an online personality test
	Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis.


Each of these activities can reveal a different picture. Try more than one and use the collective results to create a balanced overview of your professional self. This will help to inform how you communicate online.

Decide on your headline

Your headline (or tagline) is a very brief snapshot of how you want people to experience or know you online, in other words a summary of the ideas we described above. In essence, it is your personal brand. Keep it clear and succinct and remember that your keywords will change over time. Here are some examples of how you might structure it: 


	Marketing professor, thought leader, consultant, influencer
	Careers consultant | fitness instructor | MBA student | FHEA
	Marketing academic
	Systems thinker, sustainability do-er.


Start small

If you are new to LinkedIn, getting started can be intimidating and you might not know where to begin. It can sometimes be easier to engage with other people’s content before creating your own. Start by:


	Creating an account
	Filling in your profile
	Connecting with known colleagues and following relevant organisations/pages
	Liking or commenting on somebody else’s post
	Resharing somebody else’s post, with or without adding your own comments
	Creating your own post –&nbsp;for example, a picture from an event or a link to an interesting article.


Not sure how to talk about your achievements? Consider how you can offer value to your audience. Try these suggestions:


	You won a grant: talk about the application process and lessons learned
	Your paper was accepted for publication: talk about the main findings in simple language or write about lessons from the review process
	You presented at a conference: consider summarising the key themes or posting about what the future of your discipline looks like based on ideas from the conference 
	You published a book: talk about the writing and publishing process. Share a teaser idea, then signpost to the book. Discuss the main ideas and implications
	You received a fantastic testimonial: share, celebrate and talk about the students/colleagues/clients’ achievements.


Here’s a real example from anthropologist Julio D’Angelo Davies:

“When I posted a recent blog piece about the Carnival festival in Brazil on my LinkedIn profile, I briefly explained how it was connected to the current ERC research project I work on, which involves sociological and historical research on sex work, freedom and modern/transatlantic slavery. I avoided using academic jargon and wrote it in a simple and journalistic style to attract more viewers.”

Engage once or twice a week

You don’t need to be on LinkedIn all the time, but do engage on a regular basis. Once or twice a week is often sufficient. Try these strategies:


	Put a couple of short “sessions”&nbsp;in your work calendar each week to engage with LinkedIn
	A session could simply include sharing an achievement or reposting an article from an organisation you follow (see below) and adding your thoughts
	Your session could also be checking that your profile is up to date. Perhaps you’ve started doing some teaching and you could update the experience section of your profile to reflect this. 
	Resource collection:&nbsp;Social media: how to make it an academic friend not foe
	LinkedIn is quickly becoming academia’s key tool for career progression
	The 10 commandments of academic Twitter


Follow relevant groups and organisations

LinkedIn allows you to follow groups, organisations, national research councils and even individuals, much like you might on social media platforms. Based on your interests it can keep you up to date with the very latest developments in your professional community. Use LinkedIn to follow the thought leaders in your field. It will help keep you informed of:


	What projects your industry’s leaders are involved in
	The latest news and current thinking in your professional community
	Any new opportunities advertised by groups or organisations you are interested in, such as funding, jobs, conferences, workshops and so on.


Following relevant research and industry and sector bodies offers gateways to networking opportunities. It is also a great way to support small groups or promising start-up companies, especially those with specific and highly specialised interests.

Connect with colleagues

Always make sure you connect with the researchers and academics you already work and collaborate with. You can also do the following:


	If you go to a conference and meet research or industry colleagues with similar interests, invite them to connect. You can even use the LinkedIn app to connect on the spot by generating a profile QR code.
	If you meet a cross-disciplinary colleague in a meeting or someone with expertise in your field, or perhaps you spot someone on X/in a journal/on a blog, it’s always a good idea to connect on LinkedIn. At the very least, make sure you follow them.


No network is too small or too big. Be ambitious and aim for 500 carefully considered and curated connections in your professional circle.

Some final thoughts

LinkedIn is an excellent tool for connecting with colleagues, communicating ideas and encouraging collaborations. With a bit of effort, anyone can use it effectively. We hope this article will help you feel more confident and empowered to harness the power of this platform to grow your networks and professional visibility.

Rushana Khusainova (School of Management), Julio D’Angelo Davies (School of Sociology, Politics and International Studies), Hannah Robinson (Bristol Medical School), Chris Bennett (School of Engineering Mathematics and Technology), Imad Faruque (School of Physics), Lucy Wallis (Population Health Sciences) and Jacks Bennett (Population Health Sciences) work at the University of Bristol.

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Maximise your research impact with these seven LinkedIn tips

LinkedIn works as a powerful tool for academics who want to share their research, yet self-promotion can be daunting. Here are seven tips to engage with other academics on the platform and define your brand

Crafting a carefully considered story of your career is an increasingly important element of your promotion application, alongside a more traditional academic CV. It’s a powerful way to shape the choices you made when developing your career. You don’t need to look back to where you started – just focus on the past five years.

Your story makes sense of your career journey

Reflect on your achievements both within and beyond your university when developing your career story. It should highlight your career progression, milestones and strengths, and should be described in an accessible way that someone unfamiliar with your discipline can understand. 

Crafting your story can also clarify your mission and help you to decide what work to engage with and prioritise in the present. It can give you insights into what is important to you and your institution, helping you identify opportunities aligned with those values. As a result, you can make choices that solidify your reputation and create a more coherent career narrative. 

Mapping out the stepping stones on the way to your next promotion and beyond can be energising as you create your own inspiring vision of the future.&nbsp; 

A clear and compelling story can persuade others

By honing your story, your contribution can be understood at all levels – school, faculty and university. This is important, as most promotion applications will be reviewed by people unfamiliar with your discipline. Clearly communicating what your contribution is and how you deliver at every level will provide important context for decision makers. Consider what your impact has been beyond academia and take time to express how your research, teaching and leadership has influenced your field – perhaps the impact you had on policy or practice, or improved outcomes within society as a whole. Whether it’s large or small, impact matters. 


	Resource collection:&nbsp;What I wish I’d known about academia
	Salary negotiation – a guide for faculty members
	When am I going to be found out? Tackling academic impostor syndrome


There are some practical steps you can take when developing your story:

Reflect and take time to craft a fluent narrative: Book some time alone and think back on your career – your values, skills, obstacles you’ve faced – beyond your academic CV. Consider your achievements, but also how relevant they are to your institution, community and wider society. What is it that makes your career unique?

Identify a narrative arc: A story is not just what happens to the characters but how they change along the journey. This is what makes your career narrative more than just a list of events and can be a useful approach for those who have taken time out, experienced a setback or have a non-traditional career path. Be authentic – don’t be afraid to share parts of the story that show who you are as a person. 

Get feedback: While your reflection and development of your story begins in private, you can learn a lot by sharing it with colleagues. Constructive feedback from a wide range of people can help you gauge the clarity and persuasiveness of your story and whether it needs further development. It can also help you judge if the examples you’ve provided will be clear to anyone, even those unfamiliar with your work. 

Practise, practise, practise: The more you practise telling your story, the more confident you will become. It will iron out any wrinkles in the narrative and develop your fluency. Create a concertina story – contract and expand it depending on who you’re telling it to. A shorter version may be more appropriate in promotion conversations, while a longer version is more suited to application forms. The more you share your story, the more you will embody it, giving you the confidence you need to go for a promotion. 

Eleonora Pantano is associate professor in retail and marketing technology, and Rachael Lamb is senior lecturer in strategy and sustainability, both at the University of Bristol Business School.

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Hone the story of your career to make a case for promotion

Reflecting on achievements, considering broader impacts and shaping a narrative that resonates can help you craft a compelling career story that enhances your chances of promotion

Academics sign up to a balance of duties and – as a generalisation – 40 hours per week. That’s what we are paid for. Of course, the actual hours – not least at pinch points such as induction and the marking season – are way over the odds. To address the job specification and, for example, serve students effectively, however, we tend to “bite the bullet” and expect that we will end up working beyond the officially recorded hours. 

It’s a game that, as Iain Hay acknowledges in How to Be an Academic Superhero, puts extreme pressures on academics. These pressures are compounded by threats of redundancy, the incidence of short-term contracts, demands to raise staff productivity and unrealistic expectations to deliver more tasks with less resources, including fewer staff.


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We must challenge the habit of seeing overwork as a badge of honour. How often have you heard a colleague say: “I worked three evenings last week, plus the weekend” as if it were worthy of merit when in fact it plays into a view whereby significant unpaid overtime or a lack of time-off-in-lieu is normalised or even expected. 

How to manage a university workload

So how do we survive this treadmill? Here are suggestions to manage workload, switch off and stay sane.

Learn to say no

First, we have to argue a case for saying “no”. We have to use our critical-thinking skills to assemble evidence (of over-houring) and tactfully articulate reasons not to accept burdens way beyond contractual hours. Some extras, maybe yes; many additions, no.

Similarly, join a union that defends our interests – one that, for example, pays for an employment lawyer if human resources come knocking. 

Likewise, if you have Covid or a hacking cough, don’t go into the office and martyr yourself on the altar of work (and infect colleagues and students in the process). Given greater home working during and after pandemic lockdowns, it should be much more acceptable to work in comfortable, non-infecting surrounds. If we are signed off sick, however, we shouldn’t work (not even remotely). Managers should ensure cover. I remember limping along with pneumonia and posting video lectures from home. I am sure that exertion extended my recovery time, which further affected colleagues left standing.

Protect your time carefully

Other turn-off “dos” include not constantly monitoring your smartphone messages; instead, signal at the end of emails that “I will make every effort to respond to your message within x [say, two working] days”.

Take holidays as due; seek to work these into periods when work is lighter (for example, mid-semester), and when travel and accommodation might be cheaper. 

Maybe there are types of assessment that can ease the burden of marking while still being academically appropriate;&nbsp;for example, set a self-marking multiple-choice online exam&nbsp;or maybe a group task or presentation, so that rather than marking five individual submissions, it’s a single piece of teamwork.

Ultimately, we are of no use to any person or beast – that is, manager, student, colleague, spouse or partner – if we are run ragged and ill. 

Cultivate a life away from work

Research from 2020 points to the importance of out-of-work activities to aid stress management and downtime. It’s also clear that physical activity is essential – swimming, cycling, badminton, walking, whatever you like. Just as examples, I do tai chi and Iyengar yoga. In both cases, I feel unwound and revived, so I return to work with a clearer head and more confident in reaching better decisions. These activities require full attention, which has the benefit of de-stressing and enabling me to attain distance from knee-jerk – and not necessarily constructive – reactions.

I always have a novel on the go as an escape from reading about pedagogy, modules and research strategies. I commend to colleagues that they read for pleasure – whether fiction or non-fiction. Again, reading requires concentration, which can help blank out the siren calls of emails, work niggles and pressures.

As social beasts, most of us need time with friends and loved ones – go to the zoo or cinema, take a walk together, meet up for a coffee or, a big one, try to eat together – whether it’s an evening meal or something more leisurely at weekends.&nbsp;

Connect with kindness

I try to follow the words attributed to the Reverend John Wesley: “Do good: as we have time, and opportunity, to do good in every possible kind, and in every possible degree to all.” (This is not said out of religious conviction.) Random acts of kindness – volunteering, helping needy neighbours – not only help others but make you feel better, too. It’s something to import into work – the simplicity of saying “thank you” for a job well done or: “Please, can you…” It costs nothing but forethought.

Why it’s OK to slow down

In counterpoint to being a (imaginary) superhero, I strongly encourage colleagues to read&nbsp;The Slow Professor.&nbsp;Authors Maggie Berg and Barbara Seeber challenge “the culture of speed in the academy”. It’s only 90 pages of text and highly accessible. They believe that slow ideals “restore a sense of community and conviviality” and that slow professors “act with purpose, cultivating emotional and intellectual resilience to the effects of the corporisation of higher education”. 

James Derounian lectures on community governance; he is a national teaching fellow and a visiting professor at the University of Bolton, UK.

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How to survive the academic treadmill 

When working hours are stretched to cover marking, induction and other tasks, what is a busy scholar to do? Here, James Derounian offers suggestions for taking essential downtime

For me, writing and procrastination have always gone hand in hand. In fact, I’m pretty sure that if there were awards for “excellence in the field of procrastination”, I would have a shelf full of trophies – and I’d take great pleasure in polishing them to distract me from my latest writing project. 

Right now, I’m writing this article about beating the dreaded “P” word, but it took a fair amount of effort to shake off my plethora of delaying tactics to sit down and start typing. Please note, however, that I’m simply detailing what works for me; I’m not suggesting a one-size-fits-all panacea for every fellow procrastinator. I hope these techniques do help you, but don’t waste valuable writing time moaning at me if they don’t.

1. The ‘perfect conditions’ trap

One of the things that continues to trip me up is the search for the ideal writing set-up. Whether it’s the right place, the right notebook, the right pen, the right lighting, the right coffee (more on this later) – you name it, I’ve searched for it. And guess what? I’ve never achieved it. I’ve spent so much time in the past trying that I could have written an entire book had I just accepted that there is no ideal when it comes to putting pen to paper or hands to keyboard. Because there really isn’t. And searching for it is just another time-sapping exercise that we need to stamp out.

2. The coffee conundrum

To caffeinate or not to caffeinate? Although millions of us lean on coffee when writing, caffeine might not be as useful as we think for the creative process, with Darya Zabelina, of the University of Arkansas, and Paul Silvia, of the University of North Carolina at Greensboro, observing that “consuming 200mg of caffeine…significantly enhanced convergent problem-solving ability, [but] had no effect on divergent [creative] thinking or working memory”. So, if we’re working on something that requires the analytical side of our brains, then maybe we should put the percolator on. But if we’re trying to write creatively, it might not have the impact we’re seeking (meaning that those jitters and toilet trips are even less welcome).

3. Body doubling

This semester I booked a classroom for two hours every Monday afternoon for creative writing students (and me) to write. We did this together but individually. And the point of this? Body doubling, a term that has emerged in relation to the self-management of attention deficit disorder. Put simply, it is defined as “doing a task in the presence of another person [where] they may work on the same task, but independently, such as when friends do homework together”. In our case, then, it involves a group of people sitting together in the same room, during a defined time, where each is encouraged to focus on getting those words down because everyone else is. 


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This might work for several reasons, but the Attention Deficit Disorder Association (ADDA) suggests the main factors could be that “the distracted individual feels more focused by the presence of another person in their space […and] feels responsible to and for the body double”. It’s certainly worked for me; the thought of being tutted at by my students for getting out my phone and doomscrolling is incentive enough to knuckle down. 

4. Write in a different place

I’ve mentioned that an ideal location to write in probably doesn’t exist, but even if we have found that preferred spot, it doesn’t mean we always have to write in it. One of my go-to methods for overcoming periods of procrastination is to change writing location. This can be something as simple as moving a metre across the room (I shift from my usual desk to the “family” desk or take my laptop down to the dinner table for a bit). A lot of research shows how location can affect our mental health, with people who “visited more locations throughout the day reporting more positive feelings, such as, ‘happy’, ‘excited’, ‘strong’, ‘relaxed’ and ‘attentive’”, so it’s not surprising that changing up our writing environments can help with our creativity, too. If I’m really struggling to focus or come up with ideas, I change not only the location but also the method I use to write, switching laptop for pen and paper to connect more physically with the ideas.

5. Collaborating or talking though ideas

Although the physical process of writing is largely a solitary endeavour, that doesn’t mean we have to spend the whole process – from idea conception to editing – in isolation. Many a time when I’ve been struggling with a project, I’ve found that discussing it with a friend or colleague has forced me to articulate the idea in a coherent way, and I’ve often emerged from the conversation with a better understanding of what it is I want to do. Importantly for me, the discussion needs to be verbal (rather than conducted in text over Facebook Messenger or Whatsapp) for it to work. Typed conversation is too close to the writing process I’m already struggling with, but having a face-to-face chat to verbalise my thoughts forces the brain to think about the problem differently. 

Now all I need to do is follow these tips myself…

Happy writing.

Glenn Fosbraey is the associate dean of humanities and social sciences and the head of the English and creative writing department at the University of Winchester.

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5 ways to beat procrastination 

Writing and procrastination often go together like pen and paper, but it doesn’t have to be that way. Here, Glenn Fosbraey offers strategies to stop putting off putting words on the page

Five ways to beat the procrastination monster 

A fundamental belief of mine is that there is no point doing cool science or research if you don’t get to share it with people&nbsp;–&nbsp;and not just with the academic community but with the wider public, too. So many rewards accompany pushing research further, and more academics should be encouraged to share their work beyond the academic bubble.

Academic writing and communication is often the focus of early academic life. Throughout their university journey, budding academics learn to write with a formal tone and mimic the style of the articles they’re reading as part of their course. Further on in their career, academics may write for journals with their own stringent guidelines or present work at conferences or seminars with an expected structure.


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But focusing too heavily on academic audiences can deny us the opportunity to have insightful and enjoyable discussions with those outside the higher education bubble. Academics have a responsibility to share their findings openly and model this behaviour for future researchers, rather than gatekeeping knowledge and locking research behind complex jargon.

Adjusting your communication style for non-academic audiences can require practice. Although getting used to a newer style of talking about your work may feel nerve-racking, it can also be fun.

Break free from the confines of academic structure

The first thing to learn is to drop the structure of academic papers. You may be used to structuring work with an introduction, methods, results, discussion and conclusion, but letting go of that will give you the freedom to make it more engaging – and have fun.

Engage your audience quickly

Flip the classic structure around and start with something engaging to catch your audience’s attention. For example, when talking about my research on cognitive changes associated with martial arts practice, I start by asking my audience if they’ve ever played a brain-training game. Many people immediately feel invested in finding out why brain-training games and martial arts are connected. 

Tell your audience a story, taking them from that engaging opening into what you found and why it’s so interesting. Your meticulously planned-out methodology may make up the bulk of an academic presentation or article – but when speaking with non-academic audiences, a very brief overview of the methods is all that’s needed. 

Put yourself out there 

The most rewarding moments I’ve had sharing my research have all involved speaking with non-academic audiences. As part of Soapbox Science, a public-engagement initiative highlighting the work of female scientists, I stood on a box in the middle of Cardiff city centre wearing a white coat and armed with a model brain to talk to the public about my research. I had incredible, insightful chats with people who wanted to share their opinions on cognitive training, but the highlight was a lovely gentleman who asked lots of questions. He walked away with a huge smile on his face, excited to tell his wife he’d been a scientist today. 

Through initiatives such as I’m a Scientist (in the UK) and Letters to a Pre-Scientist (in the US), I’ve met with schoolchildren and have witnessed the moment they realise they can be scientists, too, because complex research has been brought down to a more accessible level. That is the power of breaking down the barriers to scientific work and allowing people to have that all-important moment. 

Scour the internet for opportunities

“So, how do I get involved?” I hear you cry. Those from a STEM background should look into the initiatives mentioned above. Soapbox Science, I’m a Scientist and Letters to a Pre-Scientist all have their own websites and social media presences, if you’d like to find out more about their mission statements and how to sign up. 

For those from other backgrounds, try googling “public engagement initiatives” or “widening access and participation” with the name of your field. You can also see whether your department is organising any community days, science fairs or open days. These can be a great way to start communicating with wider audiences about your expertise in an informal setting.

Let’s continue breaking down the barriers between academics and the wider public by offering more science communication training. Building confidence in a range of communication styles and audiences is key. More institutions are offering this as part of professional development frameworks, but it’s relatively slow progress. Making wider communication skills an essential part of academic training and a desirable element to have in your toolkit can help us continue to show everyone that research is for all. 

Ashleigh Johnstone is a lecturer of psychology at Arden university.

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Four ways to communicate with non-academic audiences

Sharing scientific research with the wider public can be instrumental in breaking down the barriers to academic work. Ashleigh Johnstone offers advice

Get the word out: four ways to communicate with non-academic audiences

PhD by published works is a route to PhD where registration and doctoral supervision usually begin once a portfolio of peer-reviewed works is complete. Its advantages and challenges demand a specific approach to supervision.

What is a PhD by published works?

A&nbsp;PhD by published works takes different forms in different countries, but in the UK it usually involves:


	completion of a portfolio of publications around a coherent theme prior to registration on a programme
	the development of a narrative or contextual chapter(s) providing a critical overview of the works and their contribution to the discipline
	a short period of candidature (one to two years).


The publications and narrative together should be comparable to a traditional PhD. The work is examined in the same way (via written submission and oral defence) and to the same standard (that is, it must demonstrate a unique contribution to knowledge, be independent work that is of peer-review quality, and show an understanding of appropriate research methodology).


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Individual institutions may have slightly different restrictions for admission; some offer this route only to staff, honorary staff or alumni, while others allow candidates with undergraduate or master’s degrees from different institutions.

Misconceptions, challenges and advantages of a PhD by published work

Common misconceptions I have faced when championing PhD by published works include that “it is an easier way of getting a PhD”, “it’s a lower quality” and that “it’s a faster way of getting a PhD”.

This is not the case. The award criteria are the same as for a traditional PhD. Most of the work undertaken in compiling a PhD portfolio is done before registration as a PhD candidate. This means that candidates often do the work without supervision, guidance or access to research training while holding down a professional role. Undertaking research and publishing it in academic journals is a rigorous and often painful process, particularly for a novice. Furthermore, academic publishing is slow.

So, while the formal registration as a PhD candidate is short, the journey to get there is likely to be longer and more difficult.

Advantages for candidates in choosing this route to PhD include:


	flexibility (publications can be developed over time, accommodating career and family changes)
	opportunities to work on a wider range of projects with a wider variety of people
	obtaining academic recognition for work undertaken during a professional role.


Tips for supervising a PhD by published works

Supervising a PhD by published works is no less rewarding than supervising a traditional PhD and involves many of the same skills. Each candidate is individual, and their work and portfolio will reflect their own context and journey and be appropriate to the discipline. As with any PhD, no&nbsp;completed submission will be the same. If your experience is with supervising traditional PhDs, supervising a PhD by published works for the first time may require you to think a little differently at the outset and change your standard approach.

What do you need to consider?


	Be open-minded. What are the key elements of a PhD (theory, critical discussion, understanding of research methods)? These may not have been addressed in the same way or at a particular stage in the journey as during a traditional PhD. For example, the critique of the literature may be addressed in the narrative chapter (so at the end of the process) rather than at the outset of the PhD journey.
	Candidates may struggle initially to see their work as a whole or coherent story. Getting them to think of an overarching research question that their work addresses or a set of aims and objectives may help overcome this. This can then be used as a framework for presenting the work.
	You may need to guide your candidate to develop and see their contribution to knowledge. This could be through the development of their critical narrative, which sets their work within the wider field. The contribution to knowledge is across the body of works or may develop further as the narrative unfolds. Individual papers or pieces of work may include separate contributions to knowledge.
	Candidates may have built up research skills and knowledge in practice but may have had little formal methods training. You may need guide them to get up to speed quickly and help them relate the training to what they have done in practice.
	Candidates may have undertaken much of their research without planning to do a PhD, so may need guidance to change their mindset, see themselves as an academic and defend their work with confidence.
	Candidates may have an extensive list of publications; you will need to guide them to choose the most appropriate examples to demonstrate the coherent story that addresses the PhD criteria.
	For co-authored publications, co-authors need to verify the candidate’s contribution.
	Across the publications, the candidate should demonstrate the skills and elements equivalent to a traditional PhD, but all the elements do not need to be present in each publication. Over time, you would expect to see development as an independent researcher. For example, in early publications the candidate may have conducted a literature review or the data collection; later they may have progressed to designing and leading the study.


I have spent many years championing the PhD by published works route as a robust alternative approach. Guiding PhD by published works candidates to see their work in a different light and clearly understand their academic potential has been one of the most rewarding experiences of my career to date.

Alison Brettle is professor of health information and evidence-based practice and director of the Centre for Applied Health Research at the University of Salford.

Alison has been shortlisted in the Outstanding Research Supervisor of the Year category in the Times Higher Education Awards 2023&nbsp;#THEAwards. A full list of nominees can be found here. The awards will be presented at a ceremony in Liverpool on 7&nbsp;December.

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The route to a PhD by published works requires a different approach to supervision. Here, Alison Brettle provides aspects to consider based on her experience conducting, supervising and developing institutional guidance

Advice for supervising a PhD by published works

A recent Times Higher Education article found that some distance-learning postgraduate researchers felt that they were “invisible” to their host universities. The piece was based on findings from a survey of 521 current and former postgraduate researchers in 42 countries. Some institutions, it said, left their distance learners to their own devices and didn’t offer them the suite of support that their campus-based peers received.

At the University of Leicester, however, this certainly isn’t the case. 

We have been delivering distance-learning programmes for a quarter of a century; 14 per cent of our postgraduate research (PGR) community are distance learners, most of whom are situated within the College of Social Sciences, Arts and Humanities.


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Distance-learning PhDs offer a flexible way to study for research degrees, allowing researchers to gain qualifications (MPhil, PhD, DSocSci and so on) wherever they are in the world, and at the same time fulfil their other professional or personal commitments. Researching part time offers maximum flexibility, with the ancillary benefit of a much smaller environmental footprint. 

Our approach at Leicester stems from the fact that PGRs receive the same support whether they undertake their research degrees through distance learning or are based on campus. Our programme approval process requires a business case that demonstrates all mandatory training, annual reviews and examination can be delivered virtually and are of equivalent quality to campus-based learning. 

How to support remote&nbsp;postgraduate researchers

So what have we learned from our experience?

Well, first off, each of Leicester’s PGRs has at least two supervisors to help them plan and manage their research. They might also have an external third supervisor, with specific academic or industry expertise to help support the delivery of the programme of research.

Regular contact with the supervisory team is key (the mainstreaming of digital tools during the Covid-19 pandemic further enabled this). Undertaking postgraduate research can be a lonely experience – more so if you are undertaking studies by distance – therefore cultivating and maintaining a sense of belonging is critical. Get that right and you’re more than halfway there.

Email groups and virtual platforms bolster communication and help immerse distance-learning PGRs into the wider research culture of the university. Hybrid research seminars and dedicated PGR events can enable distance-learning PGRs to mix online with academic staff and peers, which adds to the sense of community belonging.

Communication should be backed up with easy-to-access digital training materials, study guides and multimedia resources to help PGRs develop their research skills. We do this through a virtual learning environment portal. This provides access to an extensive mix of asynchronous virtual training modules and recorded face-to-face events, with synchronous activities offered in both hybrid and dedicated online formats. Last year, more than 50 per cent of the training developed by our researcher development team was online.

The core skills covered in training include:


	Requirements of the postgraduate research degree and expectations for the thesis
	Finding and reviewing academic literature
	Formulating and refining research questions
	Researching ethics and integrity
	Academic writing and research communication
	Research methods and tools.


Like most universities, we have an extensive e-library of resources to help support our distance learning researchers – ours contains more than a million electronic resources.

Holistic support that goes beyond training

The support shouldn’t just focus on research training and delivery; well-being and career planning are key elements too. Distance-learning PGRs receive access to our well-being support services. Furthermore, our careers and employability service and doctoral college have also developed a tool to enable PGRs, including those who are distance learning, to reflect on their subject-specific and transferable skills and plan for the next steps in their careers – recognising that the routes beyond a postgraduate degree are diverse. 

But, as with all elements of an integrated distance-learning offer, PGRs should not be left to navigate these resources on their own. Frequent and regular supervision meetings with each PGR help make sure each of them has an annual plan for their research and their professional development.

But don’t take my word for it; it’s the experiences of our distance learners that really count. Which is why I was delighted to see Jim Howe leave a glowing review of his learning from afar (from New Brunswick, Canada, to be precise) on LinkedIn this summer. Jim signed up for a PhD entitled “Atomic space: a history and analysis of U.S. policy for the development of nuclear space propulsion and power technologies” to help him progress his career, and his company’s expertise, in generating nuclear electric power.

He said: “What made this educational journey especially fulfilling was the terrific distance-learning program offered by the university and the outstanding guidance provided by my thesis supervisors, Dr Andrew Futter and Dr Bleddyn Bowen, both of whom are world-renowned experts in their disciplines. Both steered the research in the right direction, offered a host of improvements and bucked up my efforts at just the right times. I’m forever in their debt.”

Sos it’s safe to say, Jim felt pretty visible…

Richard Thomas is professor of archaeology, deputy pro vice-chancellor for research and enterprise, and dean of the Doctoral College at the University of Leicester.

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Tailored communication, supervision and technology can give distance-learning postgraduate researchers the same sense of belonging as their on-campus counterparts. Here, Richard Thomas offers ways to close the gap

Don’t keep your distance learners at a distance

Professional jealousy is a common challenge for active academics. This feeling can take different forms. But no matter if you’re feeling envious of a colleague’s success or are on the receiving end of jealousy from others yourself, it’s important to address these emotions constructively. 

Jealousy is not all bad – it has its pros (motivation, competition and productivity) as well as its downsides (negative effects on the work environment, stress and mistrust).


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In some cases, professional jealousy can be a motivator to improve one’s skills and performance. It can push individuals to work harder and achieve their goals in an attempt to outperform their peers. This healthy competition can lead to innovation and creativity in the workplace, and when individuals strive to be better than their colleagues – to be, say, more productive – it can benefit the organisation as a whole.

In excess, though, professional jealousy can create a toxic work environment. It can lead to tension, conflict and even sabotage among colleagues, which can be detrimental to productivity and overall morale. Feeling jealous when a colleague succeeds can cause an individual stress, anxiety and burnout, which can negatively affect their mental and physical health.

If jealousy erodes trust and damages working relationships within a team, this can hinder collaboration and teamwork. When employees are overly focused on outdoing their colleagues, they may lose sight of the organisation’s broader goals and objectives. Instead of supporting and helping each other grow, jealous colleagues might undermine one another’s career opportunities, which can ultimately limit their own professional development.

So, here are tips to harness the positive elements and minimise the negative, based on my experiences in the workplace at Al-Mustaqbal University. 

Practise self-awareness

It’s normal to experience jealousy from time to time, but it’s essential to be self-aware and honest about your emotions. So, the first step in addressing professional jealousy is to recognise and acknowledge your feelings. Understanding why you’re feeling this way can help you work through it.

Focus on self-improvement

Instead of dwelling on your jealousy, channel your energy into self-improvement and personal growth. Use the success of others as motivation to enhance your own skills, knowledge and performance. Set clear professional goals and take steps to achieve them.

Practise gratitude

Remind yourself of your accomplishments and the things you’re grateful for in your career. Gratitude can help shift your perspective away from what you lack to what you have achieved and possess. It’s a powerful tool for combating jealousy.

Communicate openly

If you sense jealousy from colleagues or teammates, try to foster open and honest communication. Discuss your concerns and feelings with them in a non-confrontational manner. Clear communication can help resolve misunderstandings and build better working relationships.

Seek support

Talk to friends, family or a trusted mentor about your feelings of jealousy. Sharing your emotions with someone you trust can provide a different perspective and emotional support.

Avoid comparisons

Comparing yourself with others can be a significant source of professional jealousy. Remember that everyone’s journey is unique, and success is not a one-size-fits-all concept. Focus on your path and your progress rather than measuring yourself against others.

Cultivate a growth mindset

Embrace the idea of a growth mindset, which is the belief that abilities and intelligence can be developed through dedication and hard work. This mindset can help you view setbacks as opportunities for growth rather than reasons for jealousy.

Celebrate others’ success

Instead of resenting the accomplishments of your colleagues, celebrate their victories and support their achievements. When you genuinely celebrate others, you create a more positive and collaborative work environment.

Stay professional

Regardless of the jealousy you may experience, remain professional and ethical in your actions. Avoid gossip, undermining others or any behaviour that could damage your reputation.

Consider a change

If professional jealousy persists and negatively impacts your well-being, it might be time to consider a change in your career or work environment. Sometimes, moving to a different role, institution or company can alleviate these feelings.

Professional jealousy is a challenging, albeit common, emotion to deal with. By practising self-awareness, focusing on self-improvement and maintaining a positive attitude, you can address these feelings in a constructive manner and create a healthier and more supportive work environment for yourself and your colleagues.

Tariq J. Al-Musawi is associate professor in water and environment engineering in the department of building and construction techniques engineering at Al-Mustaqbal University, Iraq.

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Turning professional jealousy into personal growth

Self-awareness, self-improvement, gratitude, open communication and a growth mindset can help you tackle inevitable encounters with jealousy constructively and create a more positive, supportive work environment in the process

Managing professional jealousy: navigating challenges and fostering growth 

After the much-deserved period of celebration that follows the completion of a terminal degree, postdocs often find themselves at a crossroads when it comes to their careers. Whether they have finished a PhD, MD or Master’s in Engineering, the end of mentored training can leave postdocs asking themselves: should I stay or leave the academy? 

It’s a question I often hear from postdocs who attend my career development workshops. This decision is commonly presented as a binary choice dependent on individual research productivity, which ignores personal and professional factors that can affect postdocs’ career goals.


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As a result, postdocs can feel lost or disempowered to explore the diversity of career options available to them. Indeed, a survey conducted by the National Postdoctoral Association (NPA) in 2022 and a request for information from the National Institutes of Health in 2023 found that uncertainty around next career steps and job security were among the highest stressors for postdocs. To assess holistically whether to leave or stay in the academy, I encourage postdocs to reflect on their needs, skills, values and intended impact. 

Whether you are a postdoc yourself or someone who supports postdocs, here are suggestions to help determine your next career steps. 

Define your needs and constraints

Personal circumstances, preferences and life experiences can help pinpoint factors you need to maintain your health and well-being. For example, being closer to family or remaining in a specific location might be important. Perhaps you prefer to live in or near a major city or are more comfortable in small college towns or rural areas. Think about the overall environment where you would be happy to live and work.

Questions to consider:


	Where would you like to live (consider factors such as geography, weather and community composition)?
	What local, state or national policies would you have to consider for a particular area?
	Does the area offer opportunities to build community?
	Are there specific amenities that you require nearby?
	Would you have access to essential resources (such as medical or dental services or specific food)?
	What personal or family situations might affect your decision? What are the potential impacts?&nbsp; 


Identify your skills

To help you better prepare for a diversity of career options, the NPA recommends developing six core competencies during your training:


	Discipline-specific conceptual knowledge.
	Research skill development.
	Communication skills.
	Professionalism.
	Leadership and management skills.
	Responsible conduct of research.


These competencies can help identify your skillset and areas for improvement. Reflect on projects or activities that support your ability to perform a particular skill (such as mentoring an undergraduate or graduate student, presenting at conferences, analysing data for experiments or organising an event). Request feedback from previous collaborators about what they perceive as your strengths.

Questions to consider:


	What techniques, methodologies or approaches do you feel comfortable teaching others?
	What activities do you excel at and enjoy doing?
	What activities do you dislike?
	What support might you need to learn or improve a skill?
	How might others complement your skillset?


Examine your values

Each person has a unique set of principles that guide their decision-making processes. Think about projects, people and organisations you enjoyed working with or found challenging. Researcher and author Brené Brown has a list of values you can use to begin this reflection process.

Questions to consider:


	What type of environment allows you to show up authentically?
	What activities, upon completion, leave you feeling energised?
	When you encounter a challenging situation, how do you decide?
	Who are your role models? What qualities do you admire in them?


Clarify your impact

Although work can be completed independently, the outcomes will affect a group, organisation or society at large. When considering the next steps in your career, having positive relationships with coworkers and knowing who will be affected by your work can enhance engagement, commitment and job satisfaction. 

Questions to consider:


	Are there certain personalities or workplace cultures that you find challenging? How could you practise and improve your conflict-management skills?
	In previous projects, what groups did you enjoy collaborating with?
	Who do you want to be affected by your work?
	How do you want to contribute to society?


Institutional and national challenges related to postdoc salary, family support and immigration exist and should not be understated. Postdocs are leaving academia at unprecedented rates, and data shows that postdocs who have started families or who belong to historically marginalised groups are more likely to leave. These are systematic barriers that require continued advocacy and policy changes.

At the individual level, you and your mentors can minimise these challenges by normalising discussions about personal and professional factors within the context of career development. Instead of asking “should I leave or stay in the academy?”, consider asking “what are my needs, skills and values and what positions would allow me to produce meaningful, impactful work?” By widening the scope of the question, you can more clearly reflect and assess your situation, discern what matters and choose a career step – inside or outside the academy – that supports your holistic development.

Karena Nguyen is assistant director for postdoctoral services at the Georgia Institute of Technology.

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After their terminal degrees, many postdocs find themselves at a career crossroads. Here, Karena Nguyen offers four key considerations across background, skills, values and interests to help determine what’s next

How to help postdocs take a holistic look at career choices 

Towards the end of my full-time academic career, during a 2020 Covid lockdown, I submitted my PhD by published work. In this article, I argue that this doctoral route offers academics – whether newbies or gnarled veterans – a precious chance to reflect, achieve and grow.

A doctorate by published work can be approached in two ways. If you don’t have a PhD, it can be researched and written as a prospective thesis, which can enable you to pursue research and journal-article production that map out a coherent path. Or, if you are like me, you can work on a retrospective doctorate, identifying a “golden thread” through which to look back and make sense of your academic career. The academic Susan Smith has written the gospel on this subject, entitled, would you believe, PhD by Published Work – which I heartily recommend.


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As Smith suggests, my endeavour in this doctorate aligned with the UK Quality Assurance Agency for Higher Education’s 2011 requirement to present a “series of peer-reviewed academic papers, books, citations or other materials that have been published…accompanied by a substantial commentary linking the published work and outlining its coherence and significance”. 

So I selected nine of my academic publications – a single-authored chapter in an edited book, single-authored journal articles, co-authored academic articles, co-authored project reports for the Higher Education Academy – plus 10 practitioner publications of mine that supported my case but were not formally included. I argued that together these made an original, significant contribution to scholarship and public knowledge equivalent in scope and esteem to work required for a traditional PhD. Furthermore, I demonstrated my unique input to scholarship in the fields of higher education pedagogy and community development, as well as the sufficiency and coherence of this work and accompanying publications.

The “golden thread” or commentary in my case reflected on a central theme from previous publications, namely to explore and determine the nature and degree of connectedness between HE teaching and learning, and community development theory and practice. Somewhat to my relief, I discovered that my 40-plus-year academic career did, indeed, have some coherence. And the process of looking back bore out Danish philosopher Søren Kierkegaard’s 1843 contention that life “can only be understood backwards; but must be lived forwards”.

Tried-and-tested advice for a successful academic career

Beyond the career-defining interrogation of a PhD through exploring your own published works, I offer four further career tips that have stood me in good stead.

1. Follow your interests

First, (as far as possible) be true to yourself and follow what interests you, whether in teaching, research, administration or consultancy (rather than where management might push you). An example of this&nbsp;for me was undertaking consultancy work reviewing community development projects and activities. These examples of action research then provided up-to-date case studies to feed into student contact sessions. Of course, there will be horse trading, whereby you might have to give ground to gain some. Such is life. 

2. Get the balance right

This links to my second suggestion: try, for example via annual staff appraisals, to work towards your preferred balance of teaching-admin-research-consultancy. For example, I volunteered to look after work-based modules, such as internships, across my department because I came into academia from practice and believed in the value of work experience for undergraduates; and I researched and published on this topic in academic journals and books. To vary the metaphor, seek to steer the ship that is you and your career rather than be bounced by the strong tides of administrative urgency.

3. Be a good colleague

Third, make alliances and friendships with colleagues – seek those with humanity who are not just work dominated or totally driven. As Iain Hay comments in his 2017 book&nbsp;How to Be an Academic Superhero, connect to “good colleagues; be a good colleague…to the best of your abilities, try to help out…The web of obligations is two-sided and you will receive reciprocal favours over time”. I deliberately worked with other national teaching fellows (NTF) at my higher education institution to seek to influence teaching policies and practices, similarly helping applicants to gain an NTF on the basis of climbing a mountain and helping colleagues to make the ascent. It helped others and I felt good in offering a hand.

4. Never stop learning

Finally, keep learning as you proceed (in your academic career); don’t assume you have “arrived” (down that road lie fossilisation and lack of currency). In this vein, I undertook a beginners’ Spanish module, joining in like any other student in the class. As well as giving me words of use when I visited the Alhambra in Granada, it taught me valuable lessons for teaching: how you need to be ever so careful and clear in what you say and how you say it, pause regularly to check that students understand what has just been covered and have time to ask questions.

Oh, and enjoy the ride! Yes, there are downsides to academic life, such as the administrative tail wagging the teaching dog, insecure short-term job contracts…but, equally, I maintain that an academic life can give you so much freedom as well as the ability to travel, write, teach, publicise research findings to improve life and the planet…

James Derounian lectures on community governance. He is a national teaching fellow and a visiting professor at the University of Bolton, UK.

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Finding the ‘golden thread’ in your academic path can offer an opportunity to reflect and grow, writes James Derounian

Why get a PhD by publication (and other career tips)

Productivity is a concept that people experience in distinct ways. Some people find it energising to think of ways to improve their ability to complete beneficial or mandatory activities; others find the framing oppressive and indicative of a problematic worldview. To start with, the notion of “product” is baked right into the word. If you feel responsible for producing a certain amount of work – with echoes of an assembly line – those metrics can feel detached from more meaningful academic flourishing.

Much of the thinking around productivity puts all the responsibility on the individual, leaving little room for critical reflection on the conditions under which you are expected to be productive. When the individual is seen as the sole author of their own productivity woes, they are likely to experience a sense of personal inadequacy, regardless of the structural barriers that they face. Even if you are looking for improvements in your productivity, the available advice can often sound facile: a series of cheery bromides that ignore the complicated material conditions under which graduate students work.


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A quick aside: I use the term “graduate student”, as is customary in North America, but graduate students in other parts of the world are often referred to as “doctoral researchers” or are included in the broader category of “early career researcher”.

Productivity discourses also often struggle to understand creativity and the complex process of generating new ideas. When productivity gets aligned too narrowly with punitive notions of hardship and self-abnegation, it misses something crucial about our need for leisure and play. Everyone needs to recognise the creative underpinnings of academic writing and to understand how creative thinking flourishes. If you think of all “non-work” as bad, you may be missing the opportunity to think while walking or reading fiction or gardening or gaming or baking or listening to podcasts. A significant amount of your time will be spent not writing, but you can choose non-writing activities that are rewarding and generative for you.

Even though a great deal of productivity advice seems tone-deaf and detached from reality, the fact is that most graduate writers struggle to write enough. These writing struggles are emphatically not a superficial issue; you are not forgoing writing to have more time for leisure or more balance in your work-life arrangements. If anything, inconsistent writing habits are making it harder for you to achieve some sort of measured allocation of your limited time. The promise of writing productivity is that you might ultimately spend less time writing and still get more done.

I often ask groups of graduate writers whether their problem is insufficient time or the challenge of using that time well. For a surprising number, the answer emphatically connects to time use rather than time availability. Even those whose time is significantly constrained – by paid work, by care-giving, by lab pressures, by health issues – often say they also struggle to use the time they have well. All of which is to say, although productivity advice can be misguided, disregarding the potential benefits of productivity approaches would be a missed opportunity.

The key is to move away from an abstract notion of productivity and towards a productive writing process. Simply being productive can mean meeting external demands in a way that is detrimental to your ability to live a full life; however, having a productive process is something that naturally benefits any writer. The move from “productive” to “productive process” requires awareness of the unique circumstances of graduate writers: the practical constraints, the intellectual pressures and the emotional challenges.

Even if you can find advice that speaks to the practical, intellectual and emotional realities of graduate writing, you still need to find an approach that works for your writing temperament. And that will be challenging if you are unaware of the contours of your capacity to thrive as a writer. Most people seem to think that they should somehow be different writers from the ones that they are; this assumption makes good advice doubly hard to come by.

Here are questions you might want to ask yourself: What does being productive mean to you? What does a good day of writing look like for you? What sorts of things stop you from realising those goals? What role do guilt and anxiety play in your ability to write? What sort of writing support community do you want? What specific pressure points tend to push you away from writing and towards distractions? What might you do differently to change the patterns of your writing practice? These types of questions are how you start to understand what productivity advice might support you as the writer you are and help you to become the writer you want to be.

You will need to decide if my advice connects to the practical realities, intellectual complexities and emotional demands that you experience as a graduate writer. You will also need to calibrate this advice to meet the imperatives of your own writing temperament. These productivity strategies are among ones that, in my experience, graduate writers find helpful; establishing which of them might prove helpful to you is ultimately your call.

Looking productive

Any discussion of productivity must consider the aesthetics of productivity. Could you be working in ways that you think look like what hard work should look like – starting early, avoiding breaks, denying yourself things – rather than in ways that you have found effective? A good approach to productivity must pass a real test: does it make you more productive, in the sense of making you feel in charge and stimulated by your work? Don’t think of a midday walk as a guilty pleasure; think of it as crucial to the overall health of your embodied mind. Rather than finding it random that you have great ideas in the shower, build in ways to capture those ideas. If you are helped by napping, then a nap is probably a good idea. Mindfulness or meditation breaks may do far more for you than would just sticking with your task.

Your goal is positive writing experiences, not the appearance of hard work. The greatest hazard of trying to appear productive is the push towards long days; those sorts of writing endurance tests can be inhospitable to writing because writing is often too draining to be an all-day thing. Recognising and respecting your limits might make you look less productive while nonetheless allowing you to build a sustainable and satisfying writing routine.

Knowing yourself

Learning more about yourself as a writer can be seen as a part of a broader project of learning how you want to organise your working life. Gretchen Rubin’s book Better Than Before offers a great list of questions to help understand your own orientation towards work. Her central insight is that most of us lack a substantial understanding of what we need to manage tasks effectively; as a result, we try to live and work in ways that don’t suit us, in ways that we’ve learned from people who are nothing like us. Among her list of questions is one that I’ve found transformative: am&nbsp;I a&nbsp;finisher or an&nbsp;opener? Recognising myself as someone who consistently loves to finish things means that I’m able to be kinder to myself when I’m paralysed by starting something new (what if I&nbsp;won’t be able to finish this?) or when my energy flags in the dreary middle of a project (what if I&nbsp;never finish this?).

This notion is more than just a helpful reminder to keep going; it’s also a reminder to build more mini-finishes into my schedule. Since I&nbsp;can predict that I’ll be energised by closing in on a goal, I&nbsp;need to create tasks that I&nbsp;can finish – throughout the life cycle of a project – to give me that boost. The finisher-opener distinction might not be relevant to you, but I&nbsp;recommend using her whole series of questions – for example, Do you prefer a marathon or a sprint? Do you like to start early or stay up late? – to help sort out what you need to know about yourself and how you like to work.

This is an edited extract from Thriving as a Graduate Writer: Principles, Strategies, and Habits for Effective Academic Writing, by Rachael Cayley (University of Michigan Press, 2023).

Rachael Cayley is an associate professor in the teaching stream in the Graduate Centre for Academic Communication at the University of Toronto.

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How to create a productive writing process

Many early career researchers struggle to write enough. The key is to move away from an abstract notion of productivity and towards a productive writing process, explains Rachael Cayley. Here, she offers questions to help ECRs find their writing rhythm

What is your academic writing temperament?

Academic mentorship is a transformative relationship in which an experienced mentor guides and supports a less experienced mentee, sharing knowledge and experiences to foster growth. This relationship should be anchored in trust, respect and commitment to the mentee’s progress, and it should propel them to fulfil their potential.

Mentorship yields invaluable benefits such as knowledge transfer, skills enhancement, career guidance, networking opportunities and research support. However, finding the right mentor-mentee match can be challenging. 

Here, I focus on five key steps towards fruitful academic mentorship leading to a rewarding journey of growth and success.

1. Set clear goals 

Think of your academic journey like a carefully planned road trip. Just as every successful journey needs a clear destination, so do your academic pursuits. Write your goals on your academic road map and view them as critical markers of progress. Whether they include overcoming a research challenge, excelling in teaching, expanding your network or refining grant application skills, clear goals encourage you to aim for significant milestones along your career path. 

Craft these goals to be SMART: specific, measurable, achievable, relevant and time-bound. See them as milestones that will propel you towards your aspirations. 

2. Clarify your needs 

Once you’ve set your goals, the next step is to pinpoint the necessary skills, training, expertise and guidance needed to achieve them. The required skills can vary depending on your career stage, research focus and personal situation. Junior faculty members often seek advice on tenure, publication, teaching evaluations and service roles. Boosting research productivity is a typical goal, prompting mentees to seek direction on selecting topics, refining publication strategies and building meaningful collaborations.

Being clear about your needs facilitates a more meaningful and productive mentor-mentee relationship. It ensures that your mentor is aware of how they can support you in areas that are critical to your professional growth within academia.

3. Assess your strengths and weaknesses 

Once you’ve identified your needs, the next step is to assess your strengths and weaknesses so you can gauge your readiness to meet those needs and leverage your expertise efficiently. Set aside dedicated time for introspection with the aim of identifying your skills as well as areas where you need to improve. 

Strategies to help you pinpoint strengths and weaknesses include soliciting feedback from peers or mentors, reflecting on past successes and challenges, using self-assessment tools such as the Myers-Briggs Type Indicator (MBTI) or StrengthsFinder, comparing your capabilities against objective criteria and considering your passions and motivations. Comprehensive self-assessment forms a strong foundation for academic growth and excellence.

Recognising weaknesses and seeking growth opportunities is key. Honest self-assessment, which you can combine with feedback from various sources such as colleagues, managers and students will help you pinpoint what you need to work on. It will enable you to align yourself with a mentor whose expertise matches your academic aspirations, enhancing the productivity of your mentor-mentee relationship.


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4. Find opportunities to network

Networking is pivotal for academic success; we are all familiar with the saying: “It’s not what you know but who you know.” Nurturing relationships with peers and faculty members opens doors to opportunities and can enrich your academic journey. 

Attending conferences and workshops provides opportunities to meet potential mentors and collaborators. Make the most of them by engaging actively. Introduce yourself and tap into a wealth of knowledge. Joining and participating in professional associations and online academic communities broadens your connections and knowledge. Leverage platforms such as LinkedIn, ResearchGate and Academia.edu to connect with researchers globally, share your work and seek collaborators.

In academia, networking is not just valuable, it’s essential. By cultivating connections with the right people, you can unlock opportunities and grow your career.

5.&nbsp; Initiate conversations

When networking, being proactive gives you a strategic advantage. Taking the initiative to approach potential mentors demonstrates your commitment to academic growth. Do not hesitate to send that initial email or message after meeting a new connection. This could mark the start of a transformative mentorship.

Crafting a compelling introductory message is pivotal. Start with a brief self-introduction including your academic aspirations and demonstrate a genuine appreciation for the prospective mentor’s work. Point out the aspects that resonate with you. Then clearly outline your mentorship objectives, showcasing how they can guide you towards your academic ambitions. Respect their time and propose a flexible mode of communication.

When it comes to finding the right mentor, developing a strategy will pave the way for success. Start by defining precise, tangible goals to create the blueprint for your academic journey. Next, identify your unique needs and evaluate your strengths and weaknesses. Then, engage in strategic networking within and beyond the field to unlock a realm of opportunities. Finally, take proactive steps to initiate meaningful connections and kindle a transformative mentorship. Weaving together these fundamental elements, you craft a plan you can use as a compass to guide you towards academic brilliance.

Lyn R. Keith is a programme officer at the University of the West Indies.

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Finding effective mentors in academia

Five steps to help you find a mentor who aligns with your goals and can help you achieve academic success

Five steps to finding effective mentors in academia

The significance of data literacy is hard to overstate nowadays. When it comes to research, it’s not just a case of crunching numbers or producing charts any more. As a researcher, you are tasked with navigating and filtering extensive datasets to identify valuable patterns and conclusions. Once insights are derived, it’s important to present them in a clear and impactful way, ensuring they are both understandable and actionable. If you’re just starting your research journey, mastering this art could mean the difference between sinking and swimming in academic waters.Understanding data types and formatsFor an early career researcher, mastering the nuances of data is essential. Different research scenarios call for different data formats, and choosing the right one can make your work more efficient and impactful. For basic datasets, such as survey results or experimental observations, the comma-separated value (CSV) format is often ideal. It’s straightforward and compatible with many analysis tools, making it a good starting point for most research projects.However, if your research involves creating or working with web applications, you might encounter the JavaScript object notation (JSON) format. This is favoured for web-based projects because it allows data to be exchanged swiftly and seamlessly. For instance, if you’re developing an online tool to gather real-time feedback from study participants, JSON can help process and display that feedback instantly.In more specialised research areas, especially those where intricate datasets are the norm, like healthcare or finance, extensible markup language (XML) is a valuable format. It’s designed to handle complex data structures, ensuring that every detail, no matter how minute, is accurately represented. For example, if you’re analysing a comprehensive medical database, XML can help to organise data, from patient demographics to detailed medical histories. Additionally, XML provides descriptive labels (metadata) that give an overview of the data’s content, helping users understand and locate specific information faster.As you progress in your research journey, familiarising yourself with these formats will not only streamline your data management, but also enhance the clarity and credibility of your findings.Effective data management and preparationBoth of these are crucial. Keeping naming conventions, folder structures and metadata consistent ensures that data is well organised and easily retrievable.Before diving into any analysis, you must also ensure you have quality data. Data cleaning and preparation is done in three steps:Removing errors by using tools or software that can help to identify outliers or anomalies in your datasets. Popular applications include Microsoft Excel, OpenRefine (formerly Google Refine) or SPSSEnsuring that data entries follow a consistent format (for example, date formats should be uniform throughout)Converting it to the right format.The analytical tool you choose often dictates the format your data should be in. R, for instance, is a powerful programming language used primarily for statistical computing and graphics. Researchers and statisticians use R to analyse data and produce visual representations of it. If your data is in a hierarchical format such as JSON or XML, and you intend to analyse it using R, you’ll need to transform it into a more tabular format, commonly referred to in R as a “data frame”. This transformation ensures R can process the data efficiently. You can achieve this by importing the data directly into R and making the necessary adjustments.Furthermore, in a world where data breaches are all too common, regular backups, both on local storage such as external hard drives and on cloud storage solutions, can safeguard against data loss. Encrypting sensitive data adds a layer of security, ensuring that, even if it is accessed, it will remain unintelligible. Restricting data access through strong, unique passwords and considering multi-factor authentication (MFA) can further reduce breach risks.Advanced data analysisAs you delve deeper, advanced data analysis becomes the core of your work. Using specialised software to identify patterns and trends is essential. Part of this analysis includes the use of methods such as regression analysis, which helps make sense of the relationship between variables, and t-tests, which compare the means of two groups. Gaining familiarity with statistical tools such as R, Python and SPSS can help significantly.Resource collection:&nbsp;‘Power skills’ for 21st-century academiaData quality starts with strategyCreating poetry from data to aid analysisVisualising and communicating dataEffective data visualisation is an art. By designing clear visuals – such as pie charts showing market shares, line graphs tracking changes over time, or maps highlighting regional variations – you can present complex data in an easily digestible way. Tools such as Tableau or Power BI elevate this further, allowing for the use of interactive dashboards where users can, for instance, zoom into specific data points or filter results.However, beyond presenting data, true data literacy is about weaving a narrative. You should aim to tell a story with your data, perhaps by using relatable analogies, compelling infographics or even interactive presentations, ensuring your findings resonate with everyone, from fellow researchers to the general public.Collaborating with academicsCommunication in the academic realm extends beyond mere presentation; it’s deeply rooted in collaboration. Data literacy means not only understanding data but also leveraging collaborative platforms such as GitHub to pursue joint projects or tap into shared data repositories to benefit from colleagues’ datasets. It’s about working together on joint publications and combining diverse expertise to produce richer insights. This synergy, where researchers share, collaborate and build upon each other’s work, propels the academic community to new heights, breaking barriers and broadening perspectives.Enhancing data literacy skills: a continuous journeyThe journey towards boosting your data literacy skills is continuous but rewarding. It’s essential to start simple, focusing on foundational concepts before venturing into advanced areas.There are several ways that you can boost your data literacy as an early career researcher.Join online courses or workshops: take online courses and join workshops that can teach you the basics of data literacy.Find a mentor: if you know someone who has strong data literacy skills, ask them to mentor you. They can help you to learn the basics of data analysis and visualisation, and they can also give you feedback on your work.Join a data science club or community: data science clubs and online communities (such as Reddit, Open Data Science, Data Science Central and Data Science Society) offer opportunities to learn from other researchers, ask questions and get feedback on your work.Read books and articles about data literacy: books and articles (such as Be Data Literate: The Data Literacy Skills Everyone Needs To Succeed&nbsp;by Jordan Morrow or Data Science for Dummies by Lillian Pierson and John Wiley &amp; Sons, Inc) can teach you the basics of data literacy, as well as more advanced topics such as machine learning and artificial intelligence.Navigating the data-driven landscapeAs the academic landscape becomes increasingly data driven, the importance of data literacy becomes ever more pronounced. By embracing and enhancing these skills, early career researchers can set sail with confidence, ready to explore the vast oceans of data and the treasures they hold.Derval Dally is a webmaster in the regional headquarters of the University of the West Indies.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Boosting data literacy: skills for early career researchers

Guidance for early career researchers on how to effectively manage and present data

Boosting data literacy: essential skills for early career researchers

Desk rejection rates range from 20 per cent to 50 per cent, and recent studies have proposed hypotheses regarding the underlying causes and institutional norms for papers being rejected before they are sent for peer review. Receiving a desk-reject verdict, which is also called summary review or editorial triage, can be upsetting and frustrating for authors. 

The reasons for rejection I highlight here are frequently given by peer-reviewed publications, but the advice shared is wholly based on my educational background and experiences with tourism research. My observations are intended to help writers navigate the submission procedure and craft their submissions more effectively.


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Rejection reason 1: misalignment with journal aims and scope

Papers can be rejected for not fitting in with the journal’s mission and criteria. So a writer’s first (and most crucial) step should be to select the appropriate journal for their article. For example, ensure that your paper is within the journal’s scope based on the consideration of their reputation and impact scores. Choose the target journal before you complete writing your manuscript. In other words, when establishing your research ideas and composing your article, consider the journals you want to submit to. 

Authors should:


	read the target journal’s objectives and scope carefully
	read papers that have been published in recent issues of the target journal 
	volunteer themselves&nbsp;as the potential reviewer for the target journal.


In your manuscript, you must cite essential works that show how your study relates to the target journal’s mission. In your cover letter to the editor, highlight how your research relates to the journal’s readers and scope.

Rejection reason 2: lack of originality and importance

Academic journals look for submissions that expand on concepts and present fresh theoretical perspectives. It goes without saying that you must submit a well-written piece that is the result of rigorous research. A paper that does not make an original contribution to knowledge or highlight its distinct contributions is unlikely to be submitted for peer review, even if it tests a known theory in a novel context. For example, a study lacks innovation if it has not generated new ideas and simply repeats the experiment in another location.

To avoid rejection on these grounds, the researcher should critically analyse the most recent research and relevant theories, make clear any gaps that need to be filled and provide evidence to back up any claims they make about new additions in their work.

Authors are advised to:


	pay attention to the structured abstract and take advantage of the opportunity to underline the novelty and significance of their research
	describe the originality and significance of their paper in the cover letter.


Although determining the originality of a piece of research is challenging and contentious, useful markers include new concepts, fresh approaches and fresh data, as well as information that has been expanded to previously unrecognised or inconceivable dimensions. This requires us to do an effective literature review based on the past five years’ papers.

Rejection reason 3: lack of rigour

If the research has faults or could have been done more effectively it might be rejected before peer review, even if you pick an appropriate study topic and strongly argue for your unique findings. Research rigour refers to the level of intellectual coherence and integrity displayed in the study and the inclusion of sound and valuable concepts, analyses, sources, theories and procedures. Conceptual ambiguity, weaknesses in the supporting evidence and, most frequently, poor study methods can all be problems. Mismatches between the study aim and methodologies adopted, poor data quality, potential bias in respondent selection, unsuitable data analysis procedures and a lack of rigour in the data analysis are all examples of flawed research methodology.

To be considered for publication, the paper must meet the criteria for quality and exhibit the highest standard of academic writing. The quality level of the manuscript will also depend on its organisation, argument clarity, logical flow and coherence. Ask a supervisor or trusted coworker to read your manuscript before you submit it, so you can receive their frank opinion on how to improve it. If you struggle with English, hire a native speaker to edit your work or use a reputable proofreading service. 

Most journals follow the publisher's format, and papers should conform to that style. 

Authors are advised to:


	use a text-similarity checking tool to help them spot any plagiarism, as some journals’ requirements are more strict
	use professional copy editing services if you are not a native English speaker.


This article summarises contributing editors’ critical points on the reasons for desk rejection to help researchers avoid common pitfalls and so advance to the reviewer stage by submitting a strong, cohesive paper with a clear contribution and novelty. 

Cheong Fan is a lecturer at the School of Liberal Arts at the Macau University of Science and Technology.

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Peer review is a key step in the journey to publication in that prestigious journal, but not every paper gets to this stage. Here are key reasons for desk rejection and how to avoid them

Give your academic paper its best chance of being accepted

Academics are increasingly expected to demonstrate impact from research to solve global challenges and inform practice. This can mean engaging in public policy, sharing our research with others and ensuring that we support students effectively. Now, this is not something that just happens. It requires careful consideration and an understanding of how to translate research into policy, how to communicate well, and how to effectively manage barriers that researchers may face along the way.

To prepare doctoral students to share their work meaningfully, there should be opportunities for them to develop their socio-emotional intelligence while completing their PhD studies and early into their research career. As early career researchers (ECRs) grow in confidence, self-esteem, social awareness and resilience, they may feel more confident and willing to engage with public policy. Developing their self-awareness and academic identity will help them to assert how their research can impact public policy.

Of course, doctoral students and ECRs will already have aspects of socio-emotional intelligence – we all do. But developing them further can only be positive and enrich their personal and professional experiences. It can enhance their motivation to actively contribute to policy discussions, to build effective networks, and to assert their academic identity, as they get to know themselves better, while making a positive impact in the world.


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In my latest paper, I discuss four main interventions that can have a positive impact on the development of socio-emotional intelligence among ECRs. These are based on my research around socio-emotional intelligence in higher education and humanising practice.

1. Provide a positive welcome and early support: This means making sure that everything is ready for a doctoral student’s arrival and that there is a programme of support for their academic and personal skills, so they develop a sense of belonging early on, and feel secure and confident as they begin this learning journey.

This should be supported by everyone within an institution. Central teams like the doctoral college or student services must make sure that students can register easily and have access to everything they need to succeed in their studies. Things that we might take for granted such as library support or reliable internet access make a big difference to a student’s sense of belonging. Departments should arrange content-specific inductions for doctoral students, and key academics should be available early to support them in settling in. Activities that could be considered are:


	Doctoral inductions where new students can ask questions and get an understanding of who does what within the programme
	Easily accessible well-being, support and academic resources and access to all relevant online platforms such as electronic learning resources, e-learning systems and the university’s virtual learning environment
	Welcome activities designed to integrate new doctoral students within the school or programme
	A programme of academic skills support
	Clear signposting to academic, study skills and well-being support available at the university
	Specific support for groups such as international students and those from marginalised communities to support them in integrating more easily
	A whole university approach where every staff member is able to signpost doctoral students to the right place and welcome them with kindness, warmth and a positive approach.


2. Encourage and support peer learning: Offer opportunities for doctoral students to learn with and from their peers as this will boost their skills and knowledge while developing empathy, social engagement and confidence. It prevents social isolation, which is often reported as a problem by doctoral students.

One approach is a weekly timetabled space where students from similar or different disciplines can meet and share their experiences throughout their journey. When I&nbsp;was doing my doctorate, I&nbsp;met monthly with six doctoral students and two supervisors to talk about how we were doing and to discuss issues or concerns. Sometimes we would present our work or seek advice. Even though we were all doing doctorates in different fields, the journey, stages and milestones were similar, and we could learn from each other. It helped us gain confidence in talking about our topic and prevented us feeling alone throughout the PhD journey.

Another way to facilitate peer learning is to have a programme of workshops throughout the year that students attend together. These could cover generic themes such as methodologies, literature reviews, epistemology, and many other things that all doctoral students will have to learn.

3. Develop effective supervisory relationships: Completing a PhD is a long journey, and having the right support makes it easier to manage. As social beings, wired to connect, we learn and develop our own socio-emotional intelligence from others. Consequently, doctoral supervisors should role-model the attitudes and behaviours that they expect from their students. They should demonstrate self-awareness, kindness, consideration, compassion, confidence and the ability to manage emotive situations successfully. They should be able to manage conflict and to deliver constructive feedback with tact and a positive outlook.

Supervisors are much more than a font of knowledge, they should also be a source of personal and emotional support. As the relationship between doctoral students and supervisors shifts towards a more informal peer learning experience, it is not necessary or helpful for supervisors to be scary, unapproachable or unkind to command authority. We should aim to be the type of supervisor we had, if we had been lucky as I&nbsp;was, or we wish we had.

4. Enable psychological safety in the spaces where doctoral students work and study: This allows them to make mistakes and learn from them, and to reflect on their own academic identity. This, in turn, has a positive impact on their experience and supports them in becoming confident academics who don’t have to sacrifice well-being to achieve.

Ensure that the physical spaces available to doctoral students are accessible, comfortable places where they feel at ease.

As part of this, provide environments and activities that allow doctoral students to practise the skills they need safely, without fear of failing. For example, carrying out mock presentations, mock vivas and other activities.

Doctoral students must feel able to ask questions and seek feedback without worrying that they will be judged. Well-delivered formative feedback and constructive criticism can make people feel safe. There is never a reason to be belittling, humiliating or degrading, and feedback must always focus on the ECR’s work. I&nbsp;know of supervisors who have made their doctoral students cry with nasty comments and who create a culture of fear. This is unacceptable and can do lasting damage to a student’s sense of self.

Subject-specific workshops on themes such as developing self-awareness, finding motivation, managing emotions or building resilience can be useful for doctoral students as they build their academic identity.

In more formal activities such as a viva or other exams, examiners, while being assertive and sometimes challenging in their questions, should approach the process as a learning opportunity for the candidate and therefore be supportive, clear and compassionate. We have all been there and know how it scary it can be. So, what if we changed the culture and made it an energising, inspirational and engaging activity where the doctoral student can shine, even if they don’t pass first time and have to make changes? They are more likely to learn from marks that are framed as a development opportunity and not a deficiency.

Socio-emotional intelligence should be considered integral to the development of doctoral students. This would result in more confident, resilient and courageous ECRs who may go on to be excellent supervisors and enable a positive doctoral culture.

This advice is taken from Camila Devis-Rozental’s 2023 paper, “Developing the Socio-Emotional Intelligence of Doctoral Students”.

Camila Devis-Rozental is a principal academic at Bournemouth University.

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A whole-institution approach to supporting the socio-emotional development of doctoral students so they become confident and adept early career researchers

How to nurture socio-emotional intelligence in doctoral students

As a scholarship holder in the international team for implantology (ITI), I had the privilege to study in Graz, Austria. In the 12 months I spent there, I participated in regular postgraduate courses as well as practical training in the clinic with colleagues and other residents. 

Here, I would like to share my insights, based on what this experience taught me professionally and personally, into the value of working abroad as an international scholar.&nbsp; 

Go outside your comfort zone and embrace new challenges

The first lesson that I learned in Graz was the importance of embracing the challenges of living in a foreign country. I had to navigate a new culture, academic society and academic system. This was daunting at first, but I soon discovered that stepping out of my comfort zone was incredibly rewarding. I arrived in an environment where the meeting of cultures is common and where international atmospheres and attitudes are handled with confidence. 


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It was a pleasure to see that I was able to contribute a lot to the scientific products with my Hungarian wit and ideas and at the same time gain knowledge and expertise from my Austrian mentors and Swiss colleagues. 

This experience has broadened my horizons in ways I never imagined. For example, they showed me the surgical skills of tooth extractions, dental implantology and bone augmentations. I also participated in scientific cooperations, which are valuable for my team in Graz and Budapest.

Develop a professional support network 

It can be difficult for a foreigner to establish themselves in a new country, particularly because they are far away from friends and family. However, reaching out to fellow students, professors and colleagues allowed me to create a network of support that helped me through the inevitable ups and downs of academic life. The fruits of this are not only joint research but also the constant possibility of learning from each other, and knowing about each other’s academic achievements. 

Since my fellowship year, 17 of the colleagues I met in Graz have come from all over the world to lecture on implantology at my institution, Semmelweis University. 

These professional networks have encouraged me to develop professional skills such as collaboration and communication. Working alongside researchers from different backgrounds and disciplines challenged me to think critically and creatively and to develop effective strategies for communicating my ideas to others. I needed to find the balance between being an effective leader and a great team member. Sometimes I had to motivate others; sometimes I was expected to follow instructions. 

The acquired skills have proved invaluable in my work as a researcher; for example I attended a cadaver course on sinus lifting and worked in the clinic with more experienced colleagues as well as with residents. Moreover, as well as practical assistance, this network provided me with emotional support. I never felt lonely and frustrated because, for instance, whenever I had a problem with finishing a manuscript, some team members were always open to sit down with me promptly and look at the revisions. 

Develop personal skills: perseverance, flexibility and efficiency

Research can be a difficult and frustrating process. Through persisting in hard times, researchers can achieve their goals and make meaningful contributions to their professional field. During my ITI year, I was involved in 17 published papers. Since my wife stayed in Budapest to work, I had nights free to do scientific writing. For me, this was creative freedom in the scientific sense, so I tried to work as efficiently as possible, completely dedicating my time in Graz to my profession. Being out of my habitual environment taught me the importance of perseverance.

Another personal skill that I developed in Graz was adaptability. As an international scholar, I had to adapt to a new language, culture and academic system. This required flexibility and an open mind, as well as a willingness to learn from others. I was lucky because my professional development was assisted by internationally renowned experts, such as my mentor Michael Payer, an André Schroeder Award-winning specialist and a world expert in implantology. His positive attitude and expertise helped me to get the best out of myself.

Taking initiative and seeking out new opportunities were also brought to the fore in the new environment. It is easy to fall into a routine and become complacent in our work. However, a new perspective in a new environment can highlight how important it is to actively pursue opportunities. In Graz, I made a conscious effort to attend conferences, workshops and other events, and to seek possibilities for collaboration and networking. These efforts paid off in numerous ways, including research collaborations and professional connections. I am also very grateful to my Hungarian mentor, Péter Hermann, who supported me to participate in this challenging year abroad.

Find work-life balance

I learned the importance of balancing my professional and personal life. I soon discovered that working long hours and neglecting anything that was outside my professional life was unsustainable, and that I needed to find ways to establish a healthy balance between my work and leisure activities. The solution was sometimes as simple as taking a walk in the park. 

I also found a new hobby: I joined a Hungarian football team in Graz and played twice a week. I met new people, and we had a lot of fun. It was important to take time for myself and recharge my batteries. In this way, I was able to establish inner harmony, which helped me maintain productivity and avoid burnout.

My scholarship year in Graz was a life-changing experience that taught me a lot about research, collaboration, personal growth and the importance of embracing new perspectives. I would highly recommend international study opportunities to anyone who is able to take advantage of them, as they can provide a wealth of personal and professional benefits that will last a lifetime. With the help of this scholarship year, I was eligible to participate at the Harvard Medical School postgraduate medical education programme at Semmelweis University.

Dániel Végh is a senior lecturer in the department of prosthodontics at Semmelweis University in Budapest, Hungary.

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A dentist shares lessons from a fellowship year abroad

Winning a fellowship as a dentist and spending a year in Graz as an international scholar not only taught me about the profession but also fostered my self-awareness, writes Dániel Végh

Lessons learned from a fellowship year as a dentist and early career researcher

THE podcast: How to be a good mentor and mentee 

Contributors from across the globe offer their advice on how to make these critical relationships work for everyone involved 

THE podcast: how to be a good mentor and mentee 

During the first week of my PhD programme, I&nbsp;had a meeting with my supervisor. He said: “Yaniv, I&nbsp;fear your likelihood of finding an academic position is slim. Do not take it personally, but there are just very few academic positions and many qualified applicants.”

Well, that was a promising start. Up to that very point, the idea that pursuing a PhD was a risky business had never crossed my mind. I&nbsp;was completely naive. What I&nbsp;continued to learn and experience as my career progressed, though, was how both risk and uncertainty are integral parts of the academic journey.


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Let’s start with the advice my supervisor gave me in my first week. It turns out that his estimation was rather on the optimistic side. Research by the Royal Society indicates that less than 4&nbsp;per cent of PhD students end up securing a permanent academic job. If this rate is not enough to deter candidates, knowing that only 0.45&nbsp;per cent of those who start their PhD end up as full professors might be. Pursuing a PhD, thus, in the hope of securing an academic job turns out to be a risky and uncertain business. Of course, academic jobs are not the only ones available, and most PhDs find employment outside academia.

The risky path to academic publication

By the end of my second year as a PhD student, I&nbsp;submitted my first paper to be considered for publication in a journal. As the journal charged a $40 (£32) processing fee, I&nbsp;assumed that it would automatically be published. You can imagine my puzzlement when I&nbsp;received a letter from the journal editor indicating that many changes were required.

To my mind, one of the riskiest and most uncertain domains academics face is publication. Top journals often accept only 10&nbsp;per cent of papers received, and at some journals, the process from submission to acceptance can take years. Thus, academics often face the difficult question of which project to pursue.

Several strategies can mitigate – but not eliminate – this conundrum. Early in my career, I&nbsp;asked several successful and eminent researchers for their advice on how to tackle this problem. A few themes emerged from these discussions. The first piece of advice was to pursue two types of projects: a “safe” one and a “risky” one (probably better termed a risky and a very risky one). A safe project will extend or continue a programme that has already been successful. It might not end up in a top journal, but it is more likely to be completed, submitted and accepted. In contrast, a risky project is novel in fundamental ways, such as domain of research or methodology. A risky one might end in a more prestigious outlet, but the probability that it will come to fruition might be much lower.

A second theme to emerge was the importance of building a body of work that can be identified as one’s own before extending one’s research into other areas. Focusing on projects that are closer to completion (work from one’s dissertation, for example) should receive priority over developing new research programmes.

Finally, all these researchers mentioned the importance of quality over quantity. I&nbsp;wish I&nbsp;had listened more carefully and adhered to this advice more closely.

Grant applications and other hurdles to funding

During the third year of my PhD studies, I&nbsp;applied for a position in a lab outside my country. To my surprise and delight, I&nbsp;was offered the position. However, the funding was for one year only. Hence, like many others in my position, I&nbsp;had to apply for external funding to continue my academic journey (and eat and pay the bills).

The grant application, in several ways, might be an even riskier business than publication. While papers can be submitted to many journals (and often are), grants can be submitted to one (or possibly two) funding bodies or agencies. With about 20 per cent success rate, investing months of work to develop and hone a grant application turns out to be a risky and uncertain business. Funding agencies might shift their focus from one year to the next, and certain research topics might no longer be in vogue. Also, taking time to develop a large grant application means less can be devoted to publications. Of course, the need to apply for and secure funding varies substantially among academic disciplines, with some able to conduct research with limited resources while others require large ones.

Be collegial, kind and collaborative

Sitting with my postdoc adviser over dinner, I&nbsp;asked him about what risks he thinks academics face and what advice he would give. Three things stand out in what he said. First, be&nbsp;collegial. It is risky to alienate yourself from your department colleagues, as they will be the ones voting for your promotion or sabbatical and serve as external examiners to your PhD students.

Likewise, be kind to and supportive of your students. They are not only the future generation of researchers but people who will help drive your research forward. Finally, academics risk being isolated. As such, aim to build lasting collaborations. Think about it as a long-term investment rather than a short-term one.

As a neophyte PhD student, I&nbsp;never thought of an academic career in terms of risk and uncertainty. As I&nbsp;have tried to illustrate, many of the core activities academics are engaged with are laden with risks and uncertainties. It is little wonder that the academic work environment has been characterised as stressful. To my knowledge, however, academics are rarely provided with training on how to deal with risk and uncertainty. Drawing on our knowledge about risk and uncertainty could help academics deal better with the very nature of their complex work environment.

Yaniv Hanoch is a professor in decision science at the University of Southampton.

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From publication to grant applications, the rites of academia come with unfavourable odds. Yet researchers are rarely taught how to deal with uncertainty. Here, Yaniv Hanoch offers mitigation strategies

An academic’s advice for navigating risk

Relationships shape who we are and how we see the world. What seems like an arduous mountain climb can become an enjoyable trek with the right advice and perspective. Mentorship has that purpose. It connects young scientists with senior researchers who can help them to develop, or activate, the skills needed to face challenges ahead. Senior scientists might also benefit from help to place a situation in perspective or strategise future steps.

Scientists in all STEM fields find themselves at crossroads often: during their studies, when choosing a research topic, when deciding on a host institute or when selecting collaborators. Scientists undertake extensive training to become highly competent in a specific disciplines – they learn how to operate devices, how to analyse data – but what happens when they need help to shape their careers, develop as people or face difficult situations with colleagues? 

Mentoring can be an answer. 

We are two scientists at different stages of our careers. Maria Koumouri is based in Cyprus and Greta Faccio is in Switzerland; we are a mentee and a mentor respectively, with a common interest in this topic. We would like to share a few considerations about the mentorship process and how to welcome it to best unlock its potential for both mentee and mentor. We came across mentoring through friends’ experiences and non-profit organisations. Unfortunately, we have seen fewer opportunities for mentoring in universities and research institutes, where acquiring hard skills is the priority; in our experience, mentorship is often inadequate or not offered. 


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We like to describe mentors and mentees as two pieces in the middle of a big puzzle, both matching also with other tesserae, people who can share their experiences and provide feedback when needed. It is a puzzle that is built over time. Unlike marriage, it is not exclusive nor for life, although it requires commitment from both parties. 

What to expect as an academic mentee

For a young researcher who is wondering about their next career move or how to handle a difficult interpersonal situation, the opportunity to enhance soft skills has added value. In those moments, young scientists might think: “I wish someone who has been there could give me advice on this matter.” But when they look around, they see only a demanding boss and competitive colleagues. Friends working outside academia barely understand the struggle and dedication that scientists have for their work – the long nights, weekends in the lab and skipping holidays to finish publications. 

If you are a potential mentee, remember that it is normal to have nerves and doubts about it. Although you will probably talk about work, the mentoring session is also a chance to focus on your concerns and explore how to tackle them together. 

Here are a few pieces of advice for a prospective mentee:


	Before the conversation begins: Gather your thoughts and feelings. You might be nervous or hesitant because you don’t know what to expect; the mentor is busy and you are afraid of wasting her time; you want to look prepared with questions; you want to be professional. However, mentoring sessions are no different from having a chat over coffee with a person you share interests and values with. Write down your concerns and questions so that you can drive the conversation and ask your mentor for the support or information you need.
	During the session: Consider that mentors have been in your shoes and are there to help and support you, not judge you. Most of them will be rational and compassionate. They will listen to your concerns carefully. Be authentic during your session; do not just state facts, but show your feelings so your mentor can have a better idea of your situation. In this way, you create a connection and build trust with each other, which is key for a successful mentoring relationship. I won’t forget how relieved I felt when my mentor said: “You are not the only one who worries about that. Don’t worry, together we can figure it out.” 
	After the session: You will feel calmer and more confident because someone spent time listening to you and offering practical help. You will realise that you have more control than you thought. In our professional and personal lives, we are all a work in progress. Asking for help and advice rather than working alone in a bubble is not weakness; it is strength. You just have to take that first step and trust that everything will fall into place eventually.


What to expect as an academic mentor

Deciding to become a mentor can be daunting, but it is also an occasion to reflect on your personal growth. Don’t assume that you will have all the answers and don’t be afraid to answer with “I don’t know” or “I have never thought about it”. Take your time and remember that you can refer your mentee if someone else can provide help that is beyond your expertise. As a mentor, be willing to share your experience and point of view. Here are other points to consider:


	Before the conversation: Take time to free your thoughts and make room for your mentee’s story. When going to the meeting or tuning in virtually, consider how you can create a comfortable situation and an atmosphere of openness. 
	During the conversation: Sharing personal experiences can help you to connect, and asking open questions can help you enter “listening mode”. Details make a difference;&nbsp;feelings are often more important than data. A mentee from academia might find this idea difficult to accept because&nbsp;they often feel as if they need a linear career, secure funding and a professorship to be successful. At the same time, working in science means continuous learning and always striving to do better. This is a good life philosophy, but can also be stressful when you step&nbsp;out of the lab. Accepting the idea that the future might look different and that your highly cited publications might not determine your future after all can be hard. Kindness and an open mind are crucial to make the mentee feel accepted and comfortable to talk about their doubts and perceived weaknesses. End with an open question or a plan for what is desired to happen before the next chat. 
	After the conversation: Summarise your considerations. Perhaps send a concluding message to the mentee to offer your availability for a future meeting. 




  
      
  
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Authors Maria Koumouri (left) and Greta Faccio share an interest in this area but not a formal mentoring relationship



&nbsp;

How to sustain a mentor-mentee relationship

We recommend fostering the mentee-mentor relationship. For the mentee, it is inspiring to have a person you can look up to throughout your career. For the mentor, keeping in touch with the mentee can help you assess if the exchange was fruitful and offer further support if needed. This can be done via email or social platforms. 

A mentee who has received support and acquired skills through mentoring will probably be willing to become a mentor themselves as a way to support other people. This is the virtuous cycle of mentoring. 

Greta Faccio works in intellectual property and is a scientific consultant based in St Gallen, Switzerland.&nbsp;Maria Koumouri is a doctoral researcher in the department of biological sciences at the University of Cyprus. 

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Mentorship is a symbiotic relationship. Here, two scientists look at steps in the meeting process and benefits from both sides

How mentor and mentee can help each other

If someone wanted to get in touch with you about your research, how would they contact you? This is a useful thought experiment I&nbsp;would suggest all researchers consider. Once you’ve had a think, try googling your own name. Chances are there will be lots of results that vary in relevance – and if you have a common name, it’ll be even harder to find something relevant. If it’s hard, or even difficult, to contact you, you risk missing out on opportunities that might help you raise your research profile. That’s why I&nbsp;always recommend that researchers have an online presence.

A web presence helps you highlight and promote your work, and by sharing insights on networks such as LinkedIn or Twitter, you can raise awareness of your research and your expertise. You can find great ideas on how to do this in my previous Campus article, “How to be proactive when amplifying research papers”. By having a visible presence online, with contact details, you make it easier for opportunities to come your way.


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If your contact details can be easily found, you may find that you’re more likely to receive media requests related to your research. For example, since publishing a journal article in Frontiers in Psychology and several follow-up articles in The&nbsp;Conversation, I’ve received emails inviting me to talk about my research on numerous radio stations and to provide expert comments for magazine articles. These opportunities have landed in my inbox at least partly because I’m easily contactable online and because my areas of expertise are clear.

Furthermore, if you’re an early career researcher, you might be interested in getting more involved with academic peer review. Journal editors already have a difficult job finding reviewers with the appropriate expertise and availability, and while they might be aware of your relevant expertise, if they can’t easily find a contact address for you, they might move on to someone else.

And all of the above doesn’t even take into consideration the fact that some of my favourite emails and messages have come from members of the public. These are people who have heard about my research in the media and wanted to share their thoughts and ideas with me. Some of them have just been lovely messages sharing a thank you for doing research in these areas – and that’s a really nice way of thinking about the impact of your work beyond a set of metrics.

How to create your web presence

There are several ways to create a web presence for yourself and your work, and the amount of time and effort they’ll require varies. This means you can think about which options work best for you.

University website

One of the easiest ways to start building an online presence is to find out whether your university has external-facing staff directories or staff pages. If it does, it’s worth double-checking that your information is up to date. You don’t necessarily need to go into too much detail here, but making sure that the correct email address is listed alongside a brief summary of your work and/or research areas is a great place to start.

Twitter

I know social media accounts aren’t for everyone, and I don’t believe that academics have to have social accounts such as Twitter, but it can be beneficial. Whether it’s a personal Twitter account (even if it’s used only for work purposes) or an account for your research lab, it can be a great place to share updates related to your work. Crucially, though, it also provides the opportunity for other researchers to tag your account while talking about relevant opportunities. Being tagged by other users can also help direct more people towards the work you’ve been doing. Utilising your Twitter bio to include a few relevant keywords can really aid discoverability.

LinkedIn

A well-crafted LinkedIn profile can require a bit more effort than a Twitter account, but even having a simple profile that briefly mentions your research topic and recent findings can make it much easier for interested people to get in contact with you. You might find it helpful to include your institutional email address on your LinkedIn profile, thus allowing people to directly message you with any relevant opportunities.

Personal website

This is the option that can take the most time and effort, but it definitely doesn’t require as much technical knowledge as you might think. Google Sites and Wix both have simple, free templates that will allow you to make a basic page featuring your name and email address and information about your research and publications. Creating a personal website takes a bit of time at first; however, the time commitment shrinks greatly over time as you will only need to update it as required. Once you’ve got your website set up, you can also link to it on your Twitter or LinkedIn account.

Final advice

It’s well worth thinking about the terms someone might use to try to find a way to contact you. My research has looked at the cognitive effects of martial arts practice, so I know that “Ashleigh Johnstone martial arts” could be a Google search someone would use if they wanted to find me. This means I&nbsp;keep those words in my Twitter bio, LinkedIn profile and on my website. This is so that these pages can be found on Google easily with this search.

Regardless of which route you go down to improve your discoverability, I’d recommend giving it a go. After all, you never know what kind of opportunities might come your way.

Ashleigh Johnstone is a lecturer in psychology at Arden University, UK.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter. 

If you can be easily found online, you’re more likely to raise your research profile, receive media requests, get involved in peer review – or even just get nice emails from the public, writes Ashleigh Johnstone

The benefits of having a web presence as an early career researcher

Recognised types of mentoring in the higher education environment range from informal mentoring (where people might build a relationship with a helpful, knowledgeable colleague) or peer mentoring (where colleagues formally or informally support each other) through to more formalised institutional mentoring schemes (where staff are matched with a more senior colleague for a set period of time, usually with guidelines to help achieve their career goals). In my experience, this last form has the best outcomes; however, institutional support is needed to develop and manage such a programme.

In 2008, I initiated a mentoring programme for my academic colleagues at the University of Canterbury (UC). This initiative arose from discussions about early-career enhancement support, in response to feelings of isolation that some new academic staff had expressed, and the benefits people saw from building a network outside their discipline, school, department or faculty. More senior staff had spoken of the desire to “give back” and the need for the university to provide meaningful service opportunities. A formalised mentoring programme appeared to be the ideal solution.


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The UC’s programme is small – making just under 300 pairings since it began – but its size offers huge value. Its bespoke nature means the mentor matches can be personalised to meet the needs of the individual mentees, which is important because I ask for a commitment of a year to the partnership.

I’ve reflected on the lessons learned from my years of developing and managing the mentoring programme, and here are my top six:

Lesson 1:&nbsp;The programme has impact on people’s careers, lives and professional relationships

Feedback shows that mentoring makes a huge difference to academic staff and their careers. Many academics who were mentees as new lecturers are now professors who talk about the positive difference it made. Some talk about how their mentor helped them overcome the challenges of moving to a new country for their career or how it helped them confidently build their networks. Mentors often talk about their own learning experiences from developing others.

Lesson 2: People, not computers, create the best matches

Mentors and mentees complete online profiles, and these are studied and added to what we know about people’s professional goals and personal experiences. A small committee of three staff with good knowledge of the university (myself, a people and culture business partner and one of our academic developers) is responsible for the matching. Knowing the staff is crucial – we endeavour to create a good match personally as well as professionally.

Lesson 3: Mentors are generous with their time and experience

This programme relies on the generosity of senior academics who wish to get involved and give back. The time commitment is whatever the mentor is prepared to give over the course of a year – I recommend one meeting per month as a minimum. Mentors have the option of opting out of the programme in years when their workload does not allow them to commit to this. As well as seeing their mentee flourish, mentors often talk about what they learn from the experience, and these experiences reinforce the mentor’s commitment to the programme.

Lesson 4:&nbsp;Keep the necessary compliance appropriate and small

The formal aspect of the mentoring programme has a light touch. There’s a 90-minute induction session before being matched. The new mentees come together for one session, and a separate one is held for new mentors. Each pairing signs a code of conduct to ensure that boundaries and confidentiality are discussed, as well as a mentoring agreement to develop understanding of what topics the mentoring discussions might cover. The participating mentors and mentees are sent an online survey so they may feed back an evaluation of their experiences to continuously improve the programme.

Lesson 5:&nbsp;Keep your pool of mentors growing – in number and in skills

About 25 per cent of our university’s professors and associate professors are signed up as mentors. Senior academics resign or retire and availability fluctuates, so increasing the pool of mentors is vital. This year I’ve established a new community of practice for mentors – an attempt to enable discussion regarding challenges in a confidential, peer-learning environment. I invited the current pool of mentors to come together for two hours. We shared food, enjoyed a video of previous mentees reflecting on the impact of their mentoring experiences, the sponsor of the programme (UC’s deputy vice-chancellor for research) talked of how UC values this service contribution, and then we broke into groups to workshop typical mentoring scenarios. It is early days yet, but feedback is positive. On reflection, this is something I should have established much earlier.

Lesson 6:&nbsp;This is a rewarding experience

It is important for your organisation to formally recognise academic career mentoring – both as a crucial service activity from the mentors, and a willingness to commit to ongoing learning from the mentees’ perspective. Our promotions process explicitly recognises mentoring as a valued service and citizenship contribution.

If there was ever a win-win situation, formalised mentoring appears to be one – for everyone involved as well as the institution itself.

Karen Mather is the director of academy affiliation and organisational development at Te Whare Wānanga o Waitaha | University of Canterbury, Aotearoa New Zealand.

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Six lessons from running a formalised mentoring programme

An institutional formalised mentoring scheme can offer invaluable career guidance for early- and mid-career academics. Here, based on 15 years of managing a programme for academic staff, Karen Mather offers her key takeaways

Six lessons from facilitating a formalised mentoring programme

If you’ve just finalised a new publication, you’re probably feeling rather pleased with yourself. There’s no doubt that getting published is a terrific achievement and all credit to you. But if you think that it’s time to put your feet up, the truth is that your work is far from over. You see, although your new paper is undoubtedly a cracking read, it’s only one of more than five million articles published this year. To ensure that your output doesn’t get lost in the sea of new literature, it’s time to think about some ways you can ensure your research stands out.

The good news is that there are many ways in which you can promote your work to get maximum impact. Here are our top tips on how to get the most out of your article.

Sharing does a lot of the heavy lifting

When it comes to making a splash with your work, sharing is your friend. Happily, most publishers have well-developed resources and infrastructure that you can put to work. Many, for example, have a system of article shares (Wiley), ePrints (Taylor &amp; Francis), share links (Elsevier), sharing links (Springer Nature) or similar, which allow you to give access to your networks quickly and easily. Admittedly, the rules and policies around sharing different versions can get complicated, so make use of tools such as How can I share it as well as checking the relevant publisher’s guidelines, such as this helpful summary from Taylor &amp; Francis.


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When you have your ePrint or share link, harness the power of social media to broadcast your work and generate some buzz. Make sure to tag relevant topics, institutions, societies, events and research groups – as well as the publisher – to maximise visibility. Be responsive to comments and questions. To get the most out of your social media activities, consider brushing up on your digital media skills with free resources such as&nbsp;this neat toolkit from Sage or this module from Elsevier’s Researcher Academy. While you’re at it, make sure your CV is up to date, ditto any online profiles (remember to use ORCID to ensure you get credit), institutional pages, blogs and so on. 

Promote yourself and your work to get noticed

This is good advice for any stage of career building, of course, but when you have a shiny new article out, do all you can to ensure it’s being talked about. For example, be alert to opportunities to present your work at conferences, whether via a presentation or a poster session. Or why not see if you can deliver a guest lecture or seminar at another institution? Engage with your audiences and be responsive to questions and networking possibilities – they might lay the groundwork for future collaborations, after all.

There are other, simple things you can do to push your article: consider, for example, putting a (sharing) link to the article in your email signature or see if you can highlight it on your departmental website. If it’s ground-breaking stuff, why not have a chat with your institution’s press office or the publisher (or both) to see if you can get a press release out?

Open up your research for maximum accessibility

Sharing and promoting are great ways to get people reading what you’ve written, but it’s also important to do all you can to open up your work to the broadest possible audience. There are two aspects to this: access and content. For the former, have you considered making your work open access? Most publishers have OA options and, even if you don’t have funding for an article publication charge for “gold” OA, you might be able to take advantage of “green” OA to open up your article after an embargo period. 

The second aspect concerns making the research itself comprehensible to different audiences. If you can explain what you’ve done and why it’s important to the greatest number of people, that will pay dividends. There are many options here – from recording a video abstract for your article to preparing an infographic or a visual abstract. Another great way to broaden the appeal of your article is to draft a lay summary. This is a “plain English” summary of the work, written in such a way that non-specialists can understand what it’s all about. This sort of thing can help news outlets, as well as the general public, to understand and engage with academic work, again giving you and your work more exposure. 

Go the extra mile

The precise resources and avenues you choose will be specific to you and your context, but it’s important to pay attention to the post-publication part of your journey just as you took care to shepherd your article through peer review. Spending a little more time and effort on helping people to find, understand and engage with your work is a great way of getting the most out of the publishing experience. We hope the above tips help you to make your article stand out!

Christopher Tancock is editor-in-chief of Elsevier’s Editors’, Authors’&nbsp;and&nbsp;Reviewers’&nbsp;Updates and works on related communications projects.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Seeing your work in print is by no means the end of the story. Chris Tancock offers advice on how you can make your published work stand out and benefit from the broadest visibility

Life after publication: promote your work for maximum impact

Casual or adjunct academics have become an integral part of higher education systems worldwide. These positions, often characterised by short-term contracts and uncertain futures, can be challenging, but they can also provide unique opportunities. For many, the hope is to transition into a permanent role.&nbsp;Young academics, however, increasingly find themselves in casual roles and, if you are not careful, you could end up there for the rest of your career (as one of my friends found out).

In a landscape where permanent academic jobs are becoming scarce, how do you thrive or at least stay afloat? This article delves into common misconceptions surrounding casual academia and offers pragmatic advice to navigate this precarious journey, no matter where you find yourself working.

Diversify your skill set

Embarking on the unpredictable journey of casual academia necessitates more than just in-depth knowledge in your field. It’s a common misconception that narrowly specialised expertise guarantees success. But here’s the harsh truth: those who diversify their skills often find more doors open for them, both within and outside the academic sphere. As financial constraints tighten and interdisciplinary projects gain traction, the jack-of-all-trades often stands out. 

This doesn’t undermine the value of specialisation; it emphasises the benefits of broadening horizons. 


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So what can you, a busy academic, do to diversify your skill set? Attend interdisciplinary workshops, actively participate in courses beyond your core expertise or even venture into soft-skills training. In today’s competitive academic landscape, versatility can be your strength. 

By cultivating diverse skills, not only do you become a more adaptable and resilient academic, but you also enrich your portfolio, making yourself a more appealing candidate for various roles and collaborations.

Make the university notice you for all the right reasons

In a vast sea of academic brilliance, standing out requires more than producing excellent research; it’s about making strategic impressions. 

Casual academics should harness modern tools, such as AI-driven platforms like MirrorThink, to identify overlooked grant funding opportunities. These cutting-edge technologies can provide an edge, spotlighting avenues that others might miss and showcasing your proactive approach to funding. 

However, securing grants is only half the battle. 

Your personal and professional brand should resonate with the broader vision of your affiliated institution. Understand and align with the university’s priorities. Look at your institution’s five-year plan and vision statements to align your work with where they see themselves over the coming years. This not only solidifies your value proposition but also positions you as an asset, ensuring you’re noticed, and remembered, for all the right reasons. 

By combining tech savvy with strategic branding, you become an academic force who will be hard to overlook, setting yourself up for long-term recognition and success.

The mobility advantage

In academia, familiarity can be a double-edged sword. While the comforts of a known environment and established networks can be enticing, staying too long in one university can, paradoxically, tether your career progress. 

Many academics observe an unwritten bias: institutions often favour recruiting fresh perspectives from outside rather than elevating those within. It’s a reflection of the value placed on diverse experiences and new viewpoints. If you find your career plateauing or opportunities becoming sparse, it might not be a reflection of your capabilities but rather of institutional inertia. The solution? Consider seeking horizons beyond your university. 

Changing institutions can breathe fresh life into your career, offering a new set of challenges, collaborations and prospects. Reaching out to other academics that are well known in your field and have cited your work is a great way to find research groups that closely align with your expertise. In the intricate dance of academia, sometimes the boldest steps involve moving out of familiar territories. If upward movement feels restricted, remember that a lateral step to a new institution might be the upward push you need.

Embrace digital networking

The age-old image of the isolated scholar, engrossed in books and shunning the digital realm, is no longer sustainable in today’s hyper-connected academic landscape. Gone are the days when networking was limited to conferences and seminars. Today, thriving in academia requires a proactive online presence. 

The digital world is brimming with platforms that facilitate academic interactions, from forums and webinars to scholarly social networks like LinkedIn and ResearchGate. Casual academics can harness these platforms to showcase their expertise, collaborate on global projects and even gain visibility among decision-makers. 

The digital sphere offers opportunities for real-time feedback, allowing for dynamic discussions and collaborations. Engaging consistently and effectively online can not only elevate your research to global audiences but also carve a space for you in the academic community. 

The key is to be authentic, curious and open to the myriad opportunities that digital networking presents.

Casual academics need adaptability

Casual academia, while challenging, is not a path devoid of opportunity. As the academic landscape evolves, so must our strategies to navigate it. 

The journey from a casual to a permanent position requires adaptability, foresight and a blend of traditional and modern approaches. By diversifying skills, ensuring visibility through strategic branding, considering the benefits of mobility and leveraging the power of digital platforms, casual academics can use challenges to enhance their careers. 

It’s not just about producing significant research, but about positioning yourself in an innovative way in an ever-competitive academic world. As you embark or continue on this journey, hold on to the conviction that every experience, whether transient or long-term, contributes to your academic narrative.

Embrace the fluidity, remain proactive and, most importantly, believe in the unique value you bring to the world of academia.

Andrew Stapleton is a former researcher who started his&nbsp;YouTube channel, which focuses on academic AI tools, PhD advice and productivity, in 2016, and he also founded&nbsp;Academia Insider.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

The journey from adjunct to permanent requires adaptability, foresight and self-awareness. Here, Andrew Stapleton offers tips – such as diversifying skills, strategic branding and mobility – to enhance an academic career 

Pathways to prosperity in casual academia

“What is your strategy?” This question is likely uncomfortable for an academic researcher. In academia, we don’t usually think in terms of personal strategy, since this often depends on the project we are involved in, the stage of our career, or the topic of our research. But the question could be approached using simple business frameworks, treating yourself as a company of one, to address a few key issues. Let’s first paint a broader picture on our way to the personal strategy, which could provide a useful direction.

Your why, who, what and how

These questions do not have simple, unique answers. In fact, you can peel off several layers for each. Taking Toyota as an example, its&nbsp;Toyota Production System (TPS) is the system implemented by the company to specifically reveal the root causes of any problems in the production by asking “why?” five times.

Let’s try this approach ourselves. So, ask yourself the following:

Why are you doing your current activity? Why is that important to you? Why do you give priority to that issue? Why did you reach this decision? Why do&nbsp;those factors matter?

Who is your intended audience, broadly speaking? Who in this broad audience can most likely constitute your target segment? Who in this segment may be most affected by your value proposition? Who can you picture as the audience directly listening to you at an event? Who, after all, do you have in mind when you design your research activity?

What are you really doing, as an individual in your current career position? What is the essence of your activity? What is the dominant component that gives the flavour of this essence? What do you see if you further break it down? What do you control and what is controlled by your environment in this picture?

After clarifying your motivation, your audience and your value proposition, it’s time for the simplest part: How do you plan to create or enhance the value proposition intended for your audience? How do you organise it for presentation? How do you deliver it? How do you fund the efforts for this delivery? How do you support these activities by your capabilities and your continuous learning?

Work on making the gap between your present Why-Who-What-How and your ideal Why-Who-What-How ever narrower.


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How to find the key success factors?

Japanese organisational theorist Kenichi Ohmae’s famous 3C framework encourages businesses to focus on customers, competition and corporation. Let’s apply it to personal capabilities.

As a researcher, precisely defining the consumer of your activities (“customer”) and the competing actors (“competition”) is essential, but can be difficult. The “customer” depends on your career stage as a researcher and your specific situation, ranging from your peers to funding providers, but also to the policymakers or society as a whole. On the other hand, the “competition” can be more precisely defined, as the peers (or other research groups) that address the same scientific questions or are active in the same research field. Your key success factors (KSFs) lie at the intersection of your customers’ key buying factors (what drives your perceived customers’ demand for your research) and the capabilities or limitations of your competition, which may define where your capabilities could be most valuable. By asking “How can I meet the key success factors?”, you can discover characteristics of yourself and your work that are unique and give you greater originality.

How to find the pressure points in your specialism?

Porter’s Five Forces indicate the competitive forces at work in your sector that may influence your ability to be successful in your field. For an academic environment, the illustration here can capture a few aspects of the five forces framework looking at: competition, new entrants, substitutes, suppliers and – most importantly – customers, all “translated” into the terminology of an academic environment.



  
      
  
    Image
                



          

  

Porter’s five forces in an academic setting



For most academic researchers, the strongest pressure comes from the competition within the field, from your peers. It is, therefore, reasonable to start your analysis of the five forces from your “competition”. This way, you could identify things you can do or change to raise your standards or differentiate yourself.

“Competition” is not static in an academic environment, but always changing. Consider new entrants – that is, peers who were not “competitors” until recently but who have become significant players. If you are at an early career stage, they may be graduating PhD students, postdoctoral researchers, or experts from industry who decided to take on the challenge of an academic career. They may not directly be competing with you in the short term, but they may bring disruption to your area of work in ways that favour their capabilities. You must, therefore, be aware of the existence of new entrants and the skill set and mindset they bring.

Look at “substitutes” that can replace your value proposition with an upgraded one. If considering lectures, a substitute could be any equivalent lecture offered on an e-learning platform or offered for free by another institution or education provider. If you are considering research output, a substitute could be a material, method, phenomenon that can bring the research field to the same result you aim for, in a more efficient, elucidating or elegant way.

There is often pressure from suppliers, which may provide the materials, equipment and software necessary for research. This pressure increases when dealing with advanced research that requires sophisticated customised equipment. It is rare to find empathetic suppliers that seek a truly win-win partnership. However, you should still contribute to the development of a mutually beneficial relationship. This means understanding the suppliers’ immediate targets but also that the success of your research can be a source of promotion for their business.

Finally, the consumers of your work, such as other researchers, funding agencies or society, more broadly, may put pressure on your work. The rapid pace of societal, cultural, economic and technological change may result in changes to the needs of your research audience. Meeting such needs is fundamental to research success, so stay mindful of what the consumers of your research truly want in order to remain successful. One example is funding agency requirements, since these are often seeded in the needs of the society that is the source of those funds.

We all have a desire to be the best version of ourselves and this requires a strong drive which a personal strategy can provide. Let’s enjoy searching for it, with the help of these frameworks.

Daniel Moraru is principal investigator and associate professor at the Research Institute of Electronics, Shizuoka University.

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Business frameworks could help academic researchers to develop a personal strategy to guide their work

As a researcher, you need a personal strategy…could business frameworks help?

Venturing into academia after a PhD often means navigating a challenging landscape. The journey for postdocs and early career researchers (ECRs) is riddled with misconceptions and advice that could hinder your progression if no one sits you down to tell you the harsh truths. 

This article aims to debunk prevalent myths and provide practical guidance for achieving success in the academic system as an ECR or postdoc. 

Myth 1: The cream always rises to the top

The adage that “the cream will rise to the top” is a common mantra among successful academics, often used to explain their personal journey and imply that the system is purely meritocratic. However, a&nbsp;recent study showed that postdocs’ advice on pursuing a research career in academia included recognising that “academia is not a meritocracy” and “grantsmanship is necessary”.


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The blunt truth is that the days when sterling research alone would secure recognition and promotion are long gone, and those who underestimate the power of money in the academic game are likely to be left behind. Today, the ones most likely to rise to the top are those who can demonstrate an alignment between their work and the university’s bottom line.

Increasing competition for limited funds has resulted in the recognition of academics as economic assets, not just intellectual resources. Postdocs and ECRs are encouraged to pursue grant opportunities early in their careers, and frequently, regardless of the size of the grant on offer.&nbsp;Successful academics rise through the milky white underbelly of academia due to not just quality research, but to research that comes with the prospect of substantial funding.

In this new academic game, then, it’s easy to fixate on securing major grants, but ECRs should avoid viewing large funding wins as the ultimate testament of academic achievement. This narrow focus can result in missed opportunities. 

Smaller, targeted funding sources, collaborations and resource sharing may not have the same prestige, but they can still play a pivotal role in sustaining research and advancing academic careers. 

Myth 2: Good research speaks for itself

In an academic community brimming with brilliant minds and groundbreaking research, the belief that “good research speaks for itself” is optimistic but, unfortunately, misleading. Researchers need to master the art of not just conducting excellent research but also of effectively communicating its findings. That means treating your outreach and career more like a PR exercise.

I’m not just talking about writing a blog post and sending out a few tweets every now and then. Publicity in newspapers, industry-specific magazines and online news outlets can help to build momentum around your research, increasing its visibility both within and outside the university. Research that is highlighted in media outlets can command attention and spark interest among the public, potential collaborators and funding agencies alike.

My observations of successful ECRs reveal many who have crafted a distinct research brand identity through strategic publicity. They intertwine their academic achievements with a recognisable and engaging narrative. This not only enhances their individual recognition but also reflects positively on their affiliated university.

Universities thrive on good publicity, and they are eager to promote researchers whose work gains media attention. One of the most effective ways to generate this publicity is by establishing strong relationships with your university’s communication team and relevant journalists. Keeping these individuals in the loop and telling them when you have a new publication can lead to media coverage. 

Just like academia itself, this is a numbers game. The more you reach out, the higher the chance of getting noticed.

Myth 3: Networking is all about going to conferences

Conferences have long been perceived as the primary networking platform for academics. However, equating networking solely with conference attendance grossly oversimplifies how relationships are built within academia. Today, networking requires understanding the intricate dynamics, power structures and personalities in the academic system.

While it may be uncomfortable to acknowledge, the reality is that academia, like any other profession, has its share of individuals with inflated egos and self-worth. Understanding how to navigate and work with these personalities is a crucial, albeit often overlooked, aspect of networking in the academic world. Working with more established academics, who often hold positions of power and influence within universities, for example, requires tact, resilience and strategic thinking.

Establishing common ground, finding overlapping research interests, discussing shared methodologies or engaging in conversation about mutual academic acquaintances or respected figures in your field goes a long way with power-hungry academics. 

Get active early; reach out to (often young) researchers with common research interests to build a supportive network of collaborators from the start of your career. 

The increasingly competitive nature of the sector has added an extra layer of complexity. It’s no longer just about contributing to science; it’s also about demonstrating your value to others, especially those in power.

Demonstrating your worth entails showing how your work aligns with the interests of influential academics, how it brings visibility and prestige to your institution (see Myth 2), and how it can boost the careers of those who associate with you. 

Networking thus becomes more like chess; it’s about understanding the players, anticipating moves and positioning yourself strategically.

An informed, comprehensive strategy for academic success

Academia can be a daunting, intricate game, with goalposts that are continually shifting. But, fear not, you are more than capable of realising your ambitions.

By understanding this, ECRs can navigate their way up through academia with a more informed, holistic approach. Always strive for high-quality research, but remember, you also need to communicate your work, secure resources and strategically network. 

Consider these as fundamental pillars for your growth. 

Andrew Stapleton is a former researcher who started his YouTube channel, which focuses on academic AI tools, PhD advice and productivity, in 2016 and he also founded Academia Insider. 

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Busting the myths of success in academia

Postdocs and early career researchers, do not believe the myths about the route to a stellar academic career, says Andrew Stapleton. Here are better directions to get you and your work noticed 

Illuminating the shadowy path to success in academia

Academic career development advice for early career researchers  – and those who manage ECRs – including time management, workload, mental health, well-being and networking

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Academic career development advice for early career researchers – and those who manage ECRs – including time management, workload, mental health, well-being and networking

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