Find out how to promote your research in order to generate interest within and beyond academia and amplify the impact of your work. From science communication (sci-comm) and media outreach to creative cultural exchanges, these resources will help you to identify and communicate key messages to different audiences such as journalists and policymakers. Plus, how to understand different communication tools, build resilience against public opinion and get creative in presenting your findings.

Research communication

How can faculty share their research findings or practice-based knowledge based on extensive professional or business management experience with readers beyond academia?An alternative to publishing articles in academic journals can be offering insight and commentary on business stories or other topical news issues to mass media. If commercial publishers are interested, benefits include a shorter publishing timeline and, potentially, a&nbsp;larger and broader audience.Reputable consumer news and specialised business media have editors who fact-check the information before publishing, giving credence to the validity of the details.The 10 commandments of academic TwitterGet your research out there: 7 strategies for high-impact science communicationWhat to do when an academic journal rejects your articleMy key tips based on my experience in working with media, commentating on business case studies, are to:Connect: Publishing takes weeks, but building a commercial publishers’ trust and the belief that you are the most suitable academic in a subject area for news contributions may take many months or even years. Not all academics are practised researchers, and media executives and editors do not know about the work of all researchers, so skills in connectivity are essential. For example, alert your media contacts in advance of your attending a business conference or summit – even if you are not a key speaker. That way, if they are covering a speaker’s topic at the conference but need an expert for supplementary comment, they know they can reach out to you.Listen: Even when a researcher and media outlet have an interest in the same business issue, the researcher’s focus may not be an immediate fit to the media publication. To help find and promote mutual benefit, researchers should have an ongoing dialogue with editors, which will help to shape new ideas and perspectives on how to tell the story. This doesn’t mean that a researcher’s independence will be lost. It can even promote helpful reflection on what a researcher already “knows”. This dialogue can be a chance to discover nuances of business cases that may have previously escaped a researcher’s attention.Focus: Continuous long-term engagement with the media can help a researcher keep up with what’s happening in the world. However, one cannot be a “jack-of-all-trades” academic when seeking a long-term relationship with impactful media. A&nbsp;researcher should plan his or her research direction well, including a yearly agenda on what to focus on.Share: Proactively share your ideas in brief with media editors about current business issues related to your research. For example, in my field, I&nbsp;keep an eye out for developments in the practice of luxury brand management. During the editing process of an article about my research findings for The&nbsp;Conversation, I&nbsp;learned about a luxury brand’s recent failed Key Opinion Leader (KOL) case in China, and I&nbsp;alerted the editor. As a result, a description of this case became the lead to my article, highlighting my research as both contemporary and relevant. After my article was published, I&nbsp;was heartened to receive feedback from readers both in the academic and commercial world. These comments provided additional topics for reflection that I&nbsp;could use in my research and teaching practice.Never assume that editors always have a complete idea of their desired end product when they begin asking for your help. An&nbsp;article may follow a different angle because of your initial comments; likewise, you can consider their perspective when finalising your comments. Always be ready to answer their questions. Having a working partnership with media will ease the editors’ burden and smooth the way for future cooperation.Finally, share your published works with other media too, so that they are aware of your existing media presence. This will help you build your personal brand in your focus area.Samuel Kim Kwong Kwok is an associate professor of practice and programme director of MSc in professional accounting at International Business School Suzhou (IBSS), Xi’an Jiaotong-Liverpool University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign&nbsp;up for the Campus newsletter.

Academics can offer insight based on research and professional experience that is applicable far beyond the scope of academic journals. Samuel Kim Kwong Kwok shares a guide to engaging with the mainstream consumer media

Tips for sharing your research and professional expertise with consumer media

THE podcast: How to use social media to promote your work

Two scholars who have embraced social media platforms such as YouTube, Twitter, Twitch and podcasts to communicate their research explain how they got started and what works

Campus Talks: How to use social media to promote your work

In 2019 I got extraordinarily lucky. A publisher approached me to write a book about atmospheric science for a general audience, an opportunity I had dreamed of since starting my PhD many years ago.Because this was a long-term goal of mine, over the years I had quite deliberately done certain things that would make me more attractive as a potential author and allowed me, when the time came, to write a book proposal that was ultimately successful.A book proposal is a document that you submit to a publisher outlining your proposed project, who you are, and why you should be trusted with the opportunity to write a book (that is, why you will generate book sales). As such, simply having an interesting concept for a book is not enough to guarantee success. You are not just selling your idea, but also your abilities as an author and salesperson.Podcast: Making practice publishable: a journal article-cum-podcastAll together now: how to write an interdisciplinary research proposalGet your research out there: 7 strategies for high-impact science communicationBased on my experience, here is what I would recommend you include in your book proposal, and what you can do in advance of writing one to maximise your chance of success.1. Have an elevator pitch ready to goBe sure that you can neatly describe your proposed book in ultra-condensed form, conveying the subject matter and style in just one or two sentences. This is extremely useful both for the book proposal and for subsequent advertising, something the publisher will be aware of. But it also provides you with a mission statement while writing the book that will keep you on target.2. Be specific about your audienceUnderstand that there is no such thing as a “general audience”. Be extremely specific about which demographics – age, gender, interests, geographies – you are aiming to reach with the book, and what learning objectives you are attempting to accomplish. What pressing questions does your book answer for your target audience? Why should they, in particular, care about your book?3. Provide context within the literatureGive examples of books you envisage your completed masterpiece being similar to. This could be in terms of subject matter but also style. This not only gives the publisher clear reference points, letting them know what they are buying into, but is also extremely useful when writing the book. Ultimately what the publisher wants is for you to write a book in your own authorial voice, and while you should never simply copy what another author has done, using a few key texts as style guides can be valuable in identifying your own voice.4. Read books you don’t likeThe subject matter of your book is obviously important, but do not neglect to consider the format and style of your proposed project. The difference between a mediocre idea and one that takes the world by storm can be the manner in which it is delivered. To this end, read as widely as you can while forming your idea of your project. You will learn a great deal from the books that you find engaging but a great deal more those that you don’t enjoy. Personally, I found the style of my book naturally coalesced after finding certain features irritating in other books (things such as very short chapters, a forced friendly tone and an over-reliance on footnotes). Much like design, a good style is invisible, but a bad one is blindingly obvious!5. Have a social media presenceWhile it may not be to everyone’s taste, having a presence on social media is a large selling point to a potential publisher, and should be highlighted in your book proposal. Guaranteeing a number of sales – especially confidence-boosting pre-orders – from your followers is a tempting prospect, as is the ease of advertising allowed by simply pointing to your social media handles. In my case, having a large audience on YouTube, but also followings on Instagram, Twitter and Goodreads, was a significant reason I was afforded the opportunity to write Firmament.6. Have an existing body of popular writing to point toAs already mentioned, the objective of the book proposal is to convince a publisher that you can be trusted to write something worth publishing and that, crucially, will generate sales. As such, having examples of your writing for a general audience will immediately give the publisher an idea of what you would produce for them, removing any uncertainty from their decision. Additionally, practising your writing for such an audience will improve your craft, and allow you to hone your authorial voice. In my case, as well as writing scripts for my YouTube videos, I published a semi-regular blog that gave me opportunities to practise my prose, with the explicit intention of eventually sending it to publishers.While these points cannot guarantee success, they can certainly make you more appealing as an author and your project more enticing to a potential publisher. Many of them will take effort over a long period of time, and in my own case took several years. But if you have a story you believe the world needs to hear, spending a bit of time crafting the perfect proposal means that when you’re given a chance to take your shot, you won’t miss.Simon Clark is an author, video maker and science communicator. His first book, Firmament: The Hidden Science of Weather, Climate Change and the Air That Surrounds Us (Hodder &amp; Stoughton), was published in January.

An interesting concept is not enough to guarantee your book will get published. In crafting a pitch, it helps to be succinct and targeted and to show an ability to deliver  

Six tips for writing a successful book proposal

Impact is a complex and diverse topic that challenges much conventional understanding about the end results of activities, particularly in academic research.What do we mean by “impact”? It can be seen as a wide-reaching concept that refers to changes in areas such as society, culture, the environment, and the economy due to the activities of an individual or organisation. Often referred to as research impact in academia, it forms a key further stage in a research journey, along with the outputs and outcomes.We define research impact as the demonstrable change or benefits to the wider society, economy or the environment that arises through research. This is not about journal factors, bibliometrics or H indices but what difference is being made, outside academia, in the real world. However, the exact definition can vary depending upon what you read or who you speak to.The sheer quantity of vocabulary surrounding this subject can be overwhelming even for those who have started their impact journey. This glossary explains common terms associated with impact to help anyone in academia gain an understanding of some initial concepts. The terms are not explained in great technical depth but are accessible and provide a useful starting point for those interested in impact.Beneficiary: An individual, informal group or legal organisation that benefits from impact work. Beneficiaries can include communities, ecosystems and taxpayers.Chief Impact Officer (CIO): A member of the executive leadership team, sitting at the C-level of an organisation such as a not-for-profit or business, responsible for the overall direction of its impact work. CIOs can be accountable for developing the impact strategy and framework against which progress towards societal and environmental goals can be measured. Prince Harry’s appointment as the CIO of coaching and mental health firm BetterUp raised the role into public consciousness in 2021.Economic cost-benefit analysis: A decision-making tool that considers what society has to give up for the benefits of a given project to be realised. It is useful for policymakers when determining which initiatives are most in the interests of society. It is distinct from an economic impact analysis, which attempts to predict but not evaluate the effects of a project.Economic and financial impact: Effects that can be understood in terms of revenue generation, exports, job creation, GDP contributions and similar results. University activities can have wide-ranging economic and financial impacts, for example by employing members of staff, attracting international students or creating value through research.Environmental impact: This can include changes in biodiversity, pollution levels, water or emissions, and many other similar environmental factors. Environmental impact can be measured through a number of well-established systems such as the Carbon Disclosure Project, which has provided a framework to manage carbon outputs of cities and companies for more than 20 years; the water footprint, for the amount of water consumed during certain activities; and the UK Government’s Town and Country Planning guidelines.Universities can play a key role in improving environmental impact; by encouraging more sustainable daily practices among staff and students such as riding bicycles rather than driving cars, but also at a strategic level by supporting teaching and research towards programmes rooted in sustainability.Impact Case Study (ICS): A document that demonstrates the impact of a research project or body of work. In higher education, these include detailing how the underpinning research has been used beyond academia to have social, environmental, economic or cultural impacts. ICSs are critical during submissions to certain national assessments, such as in the UK, Australia and Hong Kong. Importantly, ICSs must be supported with clear evidence of the impact, alongside a compelling narrative. In some national assessments these play a critical role in determining the level of funding a university secures.Impact manager: The staff member responsible for embedding an impact strategy across an institution. This often includes adoption and development of systems and processes to help with understanding and demonstrating research impact, coordinating evidence collection and producing impact case studies.Alongside impact officers (see below), this is often a relatively new role, created in response to impact being introduced into national assessments and thus may be more frequent in countries that operate national assessment frameworks.Impact officers: Staff members who work with academic and impact-related staff to help improve the understanding and application of impact, develop impact case studies for national assessments, and develop an understanding within an institution of how to create and communicate impact “beyond academia”. They often work alongside the impact manager who is more focused on working with senior management to incorporate impact into the organisation’s strategy.Impact pathways: A mechanism for illustrating how research is, has or could be applied beyond academia to have real-world impact, such as collaborating with a community group to embed a new approach to their work. Impact pathways demonstrate how you could, or did, engage with potential beneficiaries. They are useful to demonstrate what role the research may have had in achieving an outcome.Logic models: A graphical representation of a theory of change, illustrating the links between programme resources, activities, outputs and audiences and the short, intermediate and long-term outcomes related to a specific problem or solution. They provide a useful framework for mapping and understanding what outcomes might be achieved and how. The Kellogg Foundation, an independent, private philanthropic foundation that works with communities to create conditions for vulnerable children to reach their full potential, provides guidance on the development of logic models.National assessment: In a higher education context, national assessments are frameworks designed to assess the quality of research across the institution. Their purposes range from purely analytical to critical in determining the amount of funding an institution can achieve from the relevant decision-making body. Impact has begun to play an increasingly critical role in national assessments which are usually carried out in cycles over the course of several years, and assess research carried out during this period.In the UK, the research excellence framework (REF) helps determine the allocation of more than £2 billion every year from funding body UK Research &amp; Innovation (UKRI) to institutions. The REF is carried out by Research England, the branch of UKRI that oversees functions relating to university research and knowledge transfer. Research England’s counterparts for the rest of the UK are the Higher Education Funding Council for Wales, the Scottish Funding Council and the Department for the Economy in Northern Ireland. Impact was introduced to the REF in 2014 as 20 per cent of the total mark of each submission, rising to 25 per cent in 2021.In Australia, the engagement and impact assessment (EIA) is designed to “assess how well researchers are engaging with end users of research and shows how universities are translating their research into economic, social, environmental, cultural and other impacts”. The first EIA took place in 2018 to incorporate impact for the first time; the next round is scheduled to take place in 2024.In Hong Kong, the research assessment exercise (RAE) is carried out by the Universities Grants Commission. The results of the RAE 2020 were published in June 2021 and evaluated the impact case studies of the eight universities in Hong Kong.Negative impact: We tend to think of impact as a positive concept, however it is also possible for activities have negative effects. For example, a new runway at Heathrow Airport in London might create jobs and business opportunities, but its construction could destroy local ecosystems and additional flights could reduce air quality and increase use of hydrocarbon fuels. These would be considered negative environmental impacts.Outputs, outcomes and impacts: There are several stages of the research journey, which can be seen to culminate in impact. Outputs, outcomes and impacts can be classified as follows:Research outputs are the immediate products of the research and can include theses, data, research papers, lectures and more. Non-traditional research outputs can include original creative works, recorded or rendered works or public exhibitions.Research outcomes are shorter-term expected and measurable benefits of activities; which could lead to longer-term and more widespread impacts. Researchers will specify desired outcomes, but these are limited by their nature. An outcome could include a new product, a new treatment or a change in public policy.Research impacts examine how outcomes influence society, the environment, the economy, culture and more in the longer term. Impacts for most national assessments must have a reach and significance beyond academia.Reach: The extent or breadth of the beneficiaries of the impact. For example, does the impact affect only a handful of individuals, or does it have widespread national implications?Significance: How much research has informed or improved policies, procedures, practices, understanding or otherwise. See REF panel guidelines for more information. Taking the example of a disease, the significance might be the efficacy of a cure – whether it partially or fully prevents illness.Social impact: The impact on society, people or communities resulting from actions, activities, policies and programmes. An example would be creating educational opportunities to support individuals out of poverty and into fairly paid work. Universities can have numerous social impacts, such as creating equal opportunities for diverse students and staff to progress within education and career pathways.SROI (social return on investment): A method for measuring value of activities beyond purely financial metrics, used by organisations – particularly not-for-profits – to incorporate social, environmental, economic and other values into decision-making. By considering SROI, organisations calculate the holistic value of a project or enterprise and it can play an important role in decision-making by involving stakeholders and encouraging transparency.According to Social Value UK, SROI is a framework for measuring and accounting for a broader concept of value; it seeks to reduce inequality and environmental degradation and improve well-being by incorporating social, environmental and economic costs and benefits.Theory of change: According to US scholar Carol Weiss, theory of change is “a theory of how and why an initiative works…the set of assumptions that explain both the mini-steps that lead to the long-term goal and the connections between project activities and outcomes that occur at each step of the way.”It provides a framework for enabling change, building on four pillars – is the project credible, achievable, supported and testable? A theory of change identifies long-term goals and plans all the conditions and activities required to meet them. It can form the basis for reports to funders, policymakers and boards. In terms of research, impact can be seen as the goal of a theory of change that outlines causal links between planned activities and desired impact, assisting in the measurement and understanding of this impact.Alex Smith is marketing manager and Laura Tucker is founder and CEO at Vertigo Ventures.

The extensive terminology surrounding research ‘impact’ can be confusing for those new to it. To help, Alex Smith and Laura Tucker have compiled a glossary of the most common terms

Demystifying impact: a glossary of key terms 

All universities have a responsibility to engage with and support the communities in which they are located. This can be done in many ways but a key tool in any university’s repertoire is its research.So, how can universities shape research projects to ensure benefits are felt by local communities? One way is by inviting community participation in research projects that&nbsp;seek to address key issues or challenges faced by local people and groups.These will vary according to the institution’s&nbsp;remit and its locality. So, the starting point for any university or academic looking to develop such a project must be a thorough understanding of local issues or major challenges faced by local people.Shaping research to community needsUse existing networks: When initiating new community-university research partnerships it can be helpful to draw upon existing research networks that have connections to targeted groups within the community. The Our Health programme, which aims to reduce health inequalities through community-based participatory research, has built upon relationships that have emerged out of associated clinical research grants. Doing this not only reduces the initial workload in terms of seeking out community partners but it almost always leads to a “natural fit”&nbsp;around shared research interests and long-term goals.Clarify the research focus:&nbsp;To effectively&nbsp;shape&nbsp;your&nbsp;research to respond to community needs, it is important to be clear about what, and how, you are seeking to investigate. The Our Health team focuses on research related to health and well-being. We work in partnership with socio-economically disadvantaged communities to improve health literacy through participatory research and empower patient and community groups to take greater control of their own health. By establishing the overall aim of the community engagement and understanding the research methods involved in achieving that aim, you will be better placed to keep the community engagement on track and participants working as a cohesive, strong and motivated research team.Use existing resources: A valuable starting point for any academic or practitioner who seeks to understand community needs around health and well-being would be resources such as the James Lind Alliance (JLA), which has&nbsp;useful guidelines for forming and working in research priority-setting partnerships. The Our Health team were guided by the evidence base the JLA had compiled of health-related research questions posed by the wider public, as well as conducting our own focus groups with local community groups to hear directly what research needs they felt were important and would want to participate in.Make it interdisciplinaryWe have shown through a qualitative case study of the Our Health programme that interdisciplinarity enhances community-based participatory research processes by providing flexibility and more research solutions and options through the range of disciplinary knowledge. When interdisciplinarity crossed a wide range of disciplines from the sciences and social sciences the shared learning environment provided was particularly rich. We would encourage others who are interested in setting up their own community-based participatory research programmes to harness the power of interdisciplinary collaboration. It is possible to facilitate meaningful local change by bringing together teams of researchers and mixed-level students from across the university to work on university-community research partnerships.Embed community research into curriculaStudents participate in these projects because they want rich experiential learning and skills training. They want to make a difference in the communities in which they live and study. We have found that students report gaining&nbsp;confidence in conducting research, in working outside their disciplines and engaging with professionals and the wider public. To offer these experiences to a wide and diverse student body and maximise impact, these opportunities should be embedded within the curriculum with sufficient financial and staffing support. Think long termDeveloping community-university research partnerships takes time. If you want to reap the many benefits that these partnerships offer, you need to think and plan for the long term. The research relationships need to be fostered and respected and this means that all participants need to commit their time and energy to ensuring the relationships remain healthy and productive.The real-world research questions presented by community-based research&nbsp;are complex and often problematic. Unpacking questions of this complexity may take several years but doing so&nbsp;provides potent, long-term learning experiences for community partners and students. The length of time it takes to answer community-posed questions and the length of university programmes means that students come and go from teams. This can be a challenge in terms of building&nbsp;relationships  between community partners and students. To mitigate this, try to ensure there is a constant, core team of academic staff.&nbsp;This will allow a natural student and community partner turnover to occur without disrupting the overall programme.Helen Szoor-McEIhinney is Our Health programme lead, Alette Willis is senior lecturer in health in social science, and Liam Gilchrist is Our Health research associate, all 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 newsletter.&nbsp;

 How can academics shape their research around key community needs and encourage participation from multidisciplinary faculty, students and local people? Helen Szoor-McElhinney and colleagues offer insight 

Directing research to engage and support local communities  

Gisela Loehlein on how digital communications can assist in spreading knowledge and awareness of the Sustainable Development Goals, through virtual global events and building connections between experts and institutions all over the world 

Using digital technology to assist the spread of knowledge and ideas about the SDGs 

Covid-19 has accelerated the inevitable digital transformation within academia. With university teaching moved online, academics and educators are being forced to think “digital first”.Yet despite widespread acknowledgement of the importance of leveraging digital tools to engage students, public-facing digital output and impact initiatives are still seen as extra “distractions from more traditional forms of productivity”, as Tristan Grunow of Pacific University argues.He highlights how existing methods of internal and external evaluation, used for hiring decisions and tenure, provide little incentive for scholars to value digital scholarship and public engagement work.I set out to reimagine this relationship by designing an ambitious module that placed public-facing digital output at the centre of the course.The project demonstrated that when approached in an integrated manner, public impact initiatives can be highly effective in reinforcing core pedagogical goals.Here, I outline three examples that provide important insights to help university educators meet the mounting and interconnected challenges of public relevance, inclusive education, community engagement, communicating research to diverse audiences, cross-sector collaboration and student employability.Digital firstAs part of a Literature &amp; Society course exploring Afro-Japanese encounters at Rikkyo University, the first step to going digital was to produce a bilingual introductory video that gave an overview of class content.The students commented on how refreshing it was to be welcomed back to a new semester with an introduction that did not lament the continued need for virtual teaching. Rather, the video explained how the students would be able to develop digital skills and get involved in public engagement. I&nbsp;edited the video to be engaging and appealing to audiences beyond the university, giving the public a snapshot of what we learn via social media.In addition to communicating key messages, the video visualised and brought to life through image and sound frequently hidden Afro-Japanese connections, in line with one of the main class objectives.Resources for fostering creativity in higher educationHow to be a civic university post pandemic Enhance your research through public engagement and collaborationCollaboration outside the academy&nbsp;A collaboration with the British Embassy in Japan to develop a more inclusive cultural diplomacy strategy in response to the Black Lives Matter movement provided the first public engagement opportunity for students.Our class created a package of online content in Japanese to share as part of the embassy’s first ever Black History Month campaign.Students curated a Black History Month Spotify playlist that they thought would appeal to a Japanese audience. Their artist and song selections led to deeper critical class discussions about how Japan has “gazed” at Britain historically and in what forms Japanese people wish to consume “blackness”.We went from passively learning about Afro-Japanese pasts to making history by proactively creating Afro-Japanese futures. This shows how digital platforms offer a crucial vehicle for the humanities to make timely, influential contributions to pressing issues in society.Giving assignments real-world contextsFor the final assignment, students were asked to imagine the future of Afro-Japanese interactions rooted in our class discussions. Led by their personal interests and building on their skills, they produced a series of digital projects that expressed Afro-Japanese futures.Students gave the task rave reviews as one of their most memorable university experiences. It not only offered much-needed respite from the everyday grind of lockdown learning but also enabled them to explore how their individual interests and strengths could be applied to different fields.One student who was interested in the intersection between entertainment and political commentary produced a trap rap video satirising the Japanese government’s response to the pandemic. Another interested in tourism produced a “green book” tourist map of Japan to illustrate how a “black gaze” could reimagine Japan’s tourism industry. A student passionate about dancing invented a new style of movement that merged aesthetics from Afrobeats and traditional Japanese dance.The project was an opportunity for the students to freely discover how they could practically translate their passions and liberal arts education into real-world contexts.Alongside my internal grading, I&nbsp;partnered with an influential creative agency, Melanin Unscripted, to judge and honour the best projects. This academia-industry partnership, linking the curriculum with the workplace and market trends, focused attention on student employability and how humanities training could be applied in innovative ways to business, government policy or other public-private organisations.I partnered with black-owned and local businesses in Tokyo to provide prizes and strengthen the university’s links with the local community.I discovered that a more creative project-based approach was far more inclusive than limiting assessment to traditional essays or exams. This was partly due to varying levels of English fluency within our class but also because some students’ strengths lie elsewhere.All the projects will be publicly available to view from anywhere in the world via our class’s virtual reality gallery, with written explanations via an online Medium publication, from 15&nbsp;February 2021.Using the practical to reinforce the theoreticalA key barrier to greater public-facing digital output in academia is the perception that the “practical” distracts or detracts from the theory.However, this initiative to create future Afro-Japanese encounters and exhibit them to the public in a virtual space was informed by and reinforced core theoretical lessons of our course.It helped students probe more deeply into questions related to space and time that our course seeks to critically engage with: in what spaces, imaginary or real, have Afro-Japanese encounters taken place? Is it possible to imagine futures without a past?I hope projects like these will support the promotion of digital scholarship for public engagement from its minor status as an “add-on” to a valuable tool that can be creatively leveraged to enhance learning and achieve major goals within higher education.Warren Stanislaus is an associate lecturer in the Global Liberal Arts programme at Rikkyo University and a PhD candidate in modern Japanese history at the University of Oxford.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.

Having been pushed to the sidelines of academia for too long, public engagement projects can take a central role in digital courses, furthering students’ learning and reaching wider audiences, explains Warren Stanislaus

Research communication

Tips for sharing your research and professional expertise with consumer media

Campus Talks: How to use social media to promote your work

Six tips for writing a successful book proposal

Demystifying impact: a glossary of key terms

Directing research to engage and support local communities

Using digital technology to assist the spread of knowledge and ideas about the SDGs

Using digital scholarship to enhance public engagement

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