Richard Hill

Category: Leadership

  • Using the Research Teaching Nexus As a Tool Towards Becoming a Dual Intensive Department

    Using the Research Teaching Nexus As a Tool Towards Becoming a Dual Intensive Department

    For academic line managers, transitioning a department into a dual-intensive model that emphasises both excellent teaching and high-quality research is a significant challenge.

    The research-teaching nexus (RTN) represents a dynamic relationship between research and teaching, offering a strategic framework for achieving this goal.

    By aligning teaching and research efforts, academic managers can address workload pressures, enhance student experiences, and foster a cohesive departmental identity.

    This article outlines how line managers can use the RTN to inform and implement strategies for change, addressing specific challenges such as time constraints, staff resistance, and the risk of negatively impacting student satisfaction.

    Practical guidance and evidence from literature and case studies demonstrate how to work towards sustainable dual excellence.

    1. Embed Research into the Curriculum

    How to Implement:
    Integrating research into teaching helps align dual responsibilities, benefiting both students and staff.

    Benefits:

    Case Study:
    At the University of Sydney, faculty in environmental sciences redesigned their curriculum to include climate change research. This not only increased student engagement but also aligned teaching content with faculty expertise, reducing duplication of effort (Brew, 2006).

    Further Reading:

    • Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. York: HEA.
    • Brew, A. (2006). Research and Teaching: Beyond the Divide. Palgrave Macmillan.

    2. Develop a Research Culture Through Teaching

    How to Implement:
    Teaching activities can be harnessed to foster a research culture, especially for staff who are less research-active.

    Benefits:

    Example:
    A UK university business school introduced faculty workshops on using case studies from current research to teach complex theories. The workshops increased staff confidence in research-based teaching and enhanced the student experience.

    Further Reading:

    • Fung, D. (2017). A Connected Curriculum for Higher Education. UCL Press.

    3. Build Student Involvement in Research

    How to Implement:
    Students can contribute to departmental research, offering staff much-needed assistance while gaining valuable skills.

    • Undergraduate Research Schemes: Establish programmes where students assist staff with research tasks such as data collection or literature reviews (Jenkins et al., 2003).
    • Student-Led Conferences: Organise events where students present research under faculty supervision.
    • Capstone Projects: Design final-year projects that align with active faculty research, ensuring mutual benefits for staff and students.

    Benefits:

    • Reduces staff workload by involving students in research processes.
    • Provides students with authentic learning experiences, enhancing employability.

    Case Study:
    At the University of Warwick, a student research assistant program led to increased undergraduate engagement and helped faculty complete stalled projects, with several students co-authoring publications (Jenkins & Healey, 2010).

    Further Reading:

    • Jenkins, A., Healey, M., & Zetter, R. (2003). Linking Teaching and Research in Disciplines and Departments. York: HEA.

    4. Use Research to Enhance Teaching Relevance

    How to Implement:
    Research-informed teaching ensures curricula remain relevant, engaging students while supporting faculty research goals.

    • Regular Curriculum Updates: Periodically review courses to ensure alignment with the latest research.
    • Case-Based Learning: Use research findings as the basis for real-world case studies in class.
    • Highlight Interdisciplinary Connections: Showcase how research spans across disciplines to inspire innovative teaching approaches.

    Benefits:

    • Aligns teaching content with departmental research priorities.
    • Demonstrates the practical relevance of research, enhancing student engagement.

    Case Study:
    A Scandinavian engineering department revised its teaching materials to include renewable energy research conducted by faculty.

    Student satisfaction increased, and the department attracted new funding for both teaching and research (Neumann, 1992).

    Further Reading:

    • Neumann, R. (1992). “Perceptions of the Teaching–Research Nexus: A Framework for Analysis.” Higher Education, 23(2), 159-171.

    5. Align Department Goals Around the RTN

    How to Implement:
    By aligning departmental teaching and research priorities, managers can foster cohesion and efficiency.

    • Develop RTN-Focused Goals: Ensure the department’s strategic plan links teaching and research efforts.
    • Establish KPIs for Dual Excellence: Track metrics such as research-informed teaching hours, publications, and student satisfaction.
    • Provide Professional Development: Train staff on how to align teaching and research effectively.

    Benefits:

    • Creates shared priorities, reducing role conflict.
    • Encourages staff to approach teaching and research as complementary.

    Case Study:
    A chemistry department at an Australian university adopted a strategy emphasising green chemistry in both teaching and research.

    This alignment led to increased grant success rates and improved teaching evaluations.

    Further Reading:

    • Griffiths, R. (2004). “Knowledge Production and the Research–Teaching Nexus: The Case of the Built Environment Disciplines.” Studies in Higher Education, 29(6), 709-726.

    6. Monitor Wellbeing and Address Resistance

    How to Implement:
    Effective change management ensures staff remain engaged and supported throughout the transition.

    • Start Incrementally: Pilot RTN initiatives with small groups before rolling out department-wide changes.
    • Regular Check-Ins: Use surveys and one-on-one meetings to address staff concerns about workload or skill gaps.
    • Celebrate Milestones: Recognise both individual and departmental achievements in RTN integration.

    Benefits:

    • Maintains staff morale by addressing concerns early.
    • Builds momentum for larger-scale adoption.

    Case Study:
    At a Canadian university, a psychology department used biannual surveys to track staff experiences with RTN integration.

    Feedback was used to refine workloads, resulting in higher staff satisfaction and improved research output (Hattie & Marsh, 1996).

    Further Reading:

    • Hattie, J., & Marsh, H. W. (1996). “The Relationship Between Research and Teaching: A Meta-Analysis.” Review of Educational Research, 66(4), 507-542.

    Conclusion: Aligning Dual Excellence

    The research-teaching nexus offers a strategic pathway for transitioning departments toward dual excellence.

    By embedding research into teaching, fostering collaboration, and aligning departmental goals, academic line managers can create an environment where teaching and research mutually reinforce each other.

    This approach addresses workload challenges, enhances student satisfaction, and builds a unified departmental culture.

    As Fung (2017) notes, “The most successful academic communities are those where students and staff engage in the shared activity of research and inquiry.”

    For further insights, explore the referenced works to deepen your understanding of the RTN and its transformative potential.

    References for Further Reading:

    • Brew, A. (2006). Research and Teaching: Beyond the Divide. Palgrave Macmillan.
    • Fung, D. (2017). A Connected Curriculum for Higher Education. UCL Press.
    • Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. York: HEA.
    • Hattie, J., & Marsh, H. W. (1996). “The Relationship Between Research and Teaching: A Meta-Analysis.” Review of Educational Research, 66(4), 507-542.
    • Jenkins, A., Healey, M., & Zetter, R. (2003). Linking Teaching and Research in Disciplines and Departments. York: HEA.
    • Neumann, R. (1992). “Perceptions of the Teaching–Research Nexus: A Framework for Analysis.” Higher Education, 23(2), 159-171.
  • A Guide To Transforming Teaching Intensive Staff Into A Dual Intensive Department

    A Guide To Transforming Teaching Intensive Staff Into A Dual Intensive Department

    In some universities, academic departments are tasked with delivering exceptional teaching while simultaneously increasing research output.

    Transitioning a department from a teaching-intensive model to a dual-intensive culture—where excellent student experience and research performance coexist—can seem impossible, especially for a first-time line manager.

    The challenge is compounded by tight budgets, high workloads, and the diversity of staff expertise and interests.

    However, with strategic planning, strong leadership, and evidence-based approaches, it is possible to create a sustainable culture of dual excellence.

    This article outlines a step-by-step guide for managing this transformation, enriched with case studies and supported by relevant literature.

    By the end, you’ll understand the scale of the challenge and have practical tools to navigate it successfully.

    Understanding the Challenge

    The task of creating a dual-intensive academic culture requires navigating competing priorities: balancing teaching and research, managing workload equity, and fostering motivation while avoiding burnout.

    Several key challenges stand out:

    1. Cultural Resistance: Academic staff may be reluctant to change their established roles, particularly if they’ve been primarily focused on teaching. Resistance often stems from fear of increased workload, concerns about skill deficits, or a lack of alignment with personal goals.
    2. Workload Pressures: Research activity requires time for planning, writing, and collaboration. Combined with heavy teaching demands, this can lead to staff burnout if not managed effectively.
    3. Skill Gaps: Some senior staff may have been out of research for years or lack experience in publishing or securing funding, effectively categorising them as Early Career Researchers (ECRs).
    4. Resource Constraints: Without additional resources, the transformation must utilise existing staff, time, and institutional resources.

    Managing change in higher education is fundamentally about people.

    The leanest, most practical solutions often lie closest to the source of the problem—the staff themselves.

    Effective leadership will require empathy, creativity, and collaborative problem-solving.

    A Framework for Change

    To address these challenges, we should examine a framework, blending practical actions with insights from academic management literature.

    1. Building the Case for Change

    Key Actions:
    – Create a Compelling Vision: Communicate why the change is necessary, linking it to institutional goals, departmental reputation, and individual career progression. Frame the transformation as an opportunity rather than a burden.
    – Use Data to Inform Decisions: Draw on metrics such as National Student Survey (NSS) results, research output data (UK REF data), and league table rankings to highlight areas for improvement. Transparency helps to build trust.

    Case Study: University X’s Research Revival
    A UK university department improved its research profile by presenting clear data: only 15% of staff had recent publications.

    Leadership framed this as an opportunity for growth, offering support through research workshops. Within three years, the number of published outputs doubled, and staff reported higher engagement in research.

    Further Reading:
    – McCaffery, P. (2019). The Higher Education Manager’s Handbook. Routledge.

    2. Rebalancing Workloads

    To ensure staff can engage in research without compromising teaching quality, workload management is critical.

    Key Actions:
    – Flexible Time Allocation: Implement research-focused and teaching-focused semesters. For example, staff with heavy teaching responsibilities in the fall could have lighter loads in the spring.
    – Streamline Teaching Practices: Encourage team teaching, standardised module templates, and the use of digital tools for grading and feedback.
    – Delegate Administrative Tasks: Use support staff and technology to handle non-academic tasks.

    Case Study: Time Management at University Y
    At University Y, a “protected time” policy was introduced, granting all staff one day per week free of teaching and administration for research.

    Within two years, research grant applications increased by 25%, and staff satisfaction scores rose significantly.

    Further Reading:
    – Sulkowski, L. (2023). Managing the Digital University: Paradigms, Leadership, and Organization. Routledge.

    3. Supporting Early Career Researchers (ECRs)

    Many staff transitioning back into research may lack confidence or face skill gaps.

    Treat them as ECRs, providing tailored support.

    Key Actions:
    – Mentorship Programs: Pair experienced researchers with those re-entering the field. Mentors can provide guidance on research design, publishing, and funding applications.
    – Targeted Training: Offer workshops on grant writing, data analysis, and collaborative research tools.
    – Gradual Targets: Set incremental goals for research outputs, such as presenting at conferences before targeting high-impact journals.

    Case Study: Research Restart at Department Z
    A post-1992 university department implemented a structured support program for ECRs, including bi-monthly progress reviews and writing retreats.

    Staff who hadn’t published in over five years produced an average of two papers within 18 months.

    Further Reading:
    – Hill, R. (2016). The Academic Coach: How to Create a High-Performance Culture in Higher Education.

    4. Fostering Collaboration and Research Culture

    A thriving research culture can mitigate the isolation that often accompanies academic research.

    Key Actions:
    – Encourage Collaboration: Facilitate cross-departmental and interdisciplinary research projects. Collaboration reduces the burden on individuals and fosters innovation.
    – Host Research Seminars: Regular seminars provide platforms to share ideas, receive feedback, and celebrate successes.
    – Seed Funding Opportunities: Offer small grants to kickstart new research projects.

    Case Study: Collaborative Success at University A
    At University A, faculty from education and sociology collaborated on a funded project examining online learning.

    This partnership led to increased publications, stronger grant applications, and shared workload benefits.

    Further Reading:
    – Clark, B. (1998). Creating Entrepreneurial Universities.

    5. Monitoring Wellbeing and Building Resilience

    Cultural change is demanding and can lead to staff burnout if not managed carefully.

    Key Actions:
    – Regular Check-ins: Conduct wellbeing surveys and one-on-one meetings to assess stress levels and address concerns early.
    – Promote Work-Life Balance: Model healthy behaviours, such as respecting working hours and encouraging annual leave.
    – Acknowledge Effort: Publicly celebrate milestones, such as papers accepted for publication or excellent teaching feedback.

    Case Study: Building Resilience at Department B
    A department implemented monthly “wellbeing lunches,” combining updates on the transformation process with stress management tips.

    This small gesture fostered community and reduced feelings of isolation.

    Further Reading:
    – Maslach, C., & Leiter, M. P. (2016). Burnout: A Multidimensional Perspective.

    6. Leading Inclusively and Empathetically

    Leadership is the cornerstone of successful change.

    As a first-time line manager, it’s essential to adopt an inclusive and empathetic leadership style.

    Key Actions:
    – Involve Staff in Decisions: Use committees or working groups to design implementation plans. This fosters ownership and reduces resistance.
    – Communicate Regularly: Keep staff informed of progress, challenges, and successes. Transparency builds trust.
    – Role Model Behaviour: Demonstrate balance by managing your own workload effectively, showing empathy, and being open to feedback.

    Case Study: Inclusive Leadership at Department C
    The head of a small humanities department invited staff to co-develop its dual-intensive strategy, leading to higher engagement and a smoother implementation.

    Staff appreciated having their voices heard, reducing resistance to change.

    Further Reading:
    – Kotter, J. (1996). Leading Change.

    Measuring Success and Sustaining Progress

    The transformation process doesn’t end once initial changes are implemented. Success must be measured, and the culture continually reinforced.

    Key Actions:
    – Track Progress with Metrics: Monitor research outputs, teaching evaluations, and staff satisfaction scores. Use these to adjust strategies as needed.
    – Sustain Momentum: Celebrate small wins, such as a staff member’s first research grant, to maintain motivation.
    – Adapt and Innovate: Stay responsive to new challenges and opportunities, whether they arise from institutional policies or external factors such as funding changes.

    Conclusion: Balancing Demands with Support

    Transitioning to a dual-intensive academic culture is a complex but achievable goal.

    The process requires balancing increased demands with meaningful support, fostering a shared vision, and creating systems that enable sustainable growth.

    First-time line managers can lead this transformation by adopting a strategic approach, leveraging existing resources, and prioritising staff wellbeing.

    The journey may be challenging, but as Sulkowski notes, “Universities are centres of thought that broaden the horizons of humanity. With creativity and leadership, they can also broaden their own capabilities”.

    For further reading, explore the referenced literature to deepen your understanding and equip yourself with additional tools to guide your department to success.

    References
    1. Hill, R. (2016). The Academic Coach.
    2. McCaffery, P. (2019). The Higher Education Manager’s Handbook.
    3. Sulkowski, L. (2023). Managing the Digital University.
    4. Kotter, J. (1996). Leading Change.
    5. Clark, B. (1998). Creating Entrepreneurial Universities.

  • How to Handle Academics Who Refuse to Engage in Departmental Meetings

    How to Handle Academics Who Refuse to Engage in Departmental Meetings

    A Common Challenge for New Academic Managers

    Picture this: It’s your first few months as a line manager of academic staff.

    You’re leading a departmental meeting, and you notice one academic sitting back, arms folded, not contributing to the discussion.

    It happens again next meeting.

    And the next.

    They might disengage by remaining silent, turning up late, or simply not showing up.

    What do you do?

    For first-time managers, this can feel awkward and even frustrating.

    Academic environments thrive on collaboration and debate—so when someone opts out, it can impact team morale, decision-making, and progress.

    The good news? You can address this effectively with understanding, strategy, and communication.

    This article offers practical advice, real-world examples, and learning exercises to help you turn disengagement into collaboration—without alienating your team.

    1. Understand the “Why” Behind Disengagement

    Before jumping to conclusions, pause and consider: Why might this academic refuse to engage?

    Often, there’s a reason:

    • They feel unheard: Perhaps they’ve voiced ideas in the past that were ignored.
    • They don’t see value: Meetings might feel like a waste of time or disconnected from their role.
    • They have personal challenges: Burnout, time pressures, or even issues outside work can affect their behaviour.
    • They dislike conflict: Departmental politics can make meetings feel adversarial.

    Case Study: Ahmed, a Senior Lecturer, stopped contributing during meetings because he felt decisions had already been made behind closed doors.

    The manager assumed he was uninterested but later discovered Ahmed valued openness and transparency in decision-making.

    Addressing his concern directly improved his participation.

    Learning Exercise:

    • Reflection Time: Think of a time you disengaged from a meeting. What caused it? Write down 2-3 potential reasons why an academic might feel the same.
    • Action Step: Ask yourself: Am I creating an environment where everyone feels heard?

    2. Address the Issue Privately and with Empathy

    Directly addressing disengagement can feel uncomfortable, but it’s essential.

    The key is to approach the conversation privately, calmly, and with curiosity—not confrontation.

    What to Do:

    1. Schedule a one-to-one meeting: Invite them for a chat in a neutral space like your office or over coffee.
    2. Ask open-ended questions: “I’ve noticed you’ve been quiet in recent meetings. Is there something about the meetings that’s not working for you?”
    3. Listen carefully: Give them time to explain without jumping in. Acknowledge their feelings.
    4. Work together on solutions: Frame the conversation positively—“I’d like your input. What can we do to make meetings more useful for you?”

    Case Study: Jane, a research-focused academic, disengaged because she felt meetings prioritised administrative tasks over research discussions.

    By speaking with her privately, her manager restructured part of the meetings to include updates on research opportunities.

    Jane began engaging because the meetings felt relevant again.

    Learning Exercise:

    • Role play: Imagine you’re speaking to Jane or Ahmed. How would you open the conversation?
    • Action Step: Write down 2-3 questions that invite honest dialogue.

    3. Make Meetings Relevant and Valuable

    Sometimes disengagement isn’t about the person—it’s about the meeting.

    If academics don’t see value in meetings, their lack of engagement is understandable.

    What to Do:
    1. Clarify the Purpose: Start each meeting by stating clear objectives: “Today’s meeting will focus on [X].” Avoid unnecessary or vague agendas.
    2. Show Impact: Connect discussions to real outcomes. For example: “Your input on [X] today will shape the new module structure.”
    3. Involve Everyone: Use techniques to encourage participation, such as:

    • Round-table sharing: Ask each person for their view on a topic.
    • Assign topics: Give disengaged academics a chance to lead or share updates.

    4. Keep It Concise: Long meetings often breed frustration. Time box agenda items and stick to schedules.

    Case Study: David, a teaching-focused academic, stopped attending meetings because they dragged on and felt irrelevant.

    His manager implemented 45-minute meetings with a focused agenda and designated 10 minutes for teaching-related concerns.

    David became a regular, vocal attendee.

    Learning Exercise:

    • Evaluate Your Meetings: Ask yourself:
      • Are the meetings too long?
      • Is everyone contributing?
      • Does every agenda item connect to team goals?
    • Action Step: Plan your next meeting with a tighter agenda and clear purpose. Share the agenda in advance.

    4. Foster a Culture of Contribution

    Creating an inclusive and collaborative environment is key to long-term engagement.

    People are more likely to participate when they feel their voice matters.

    What to Do:
    1. Acknowledge Contributions: Publicly thank individuals for their input. For example: “Great point, Ahmed. Let’s explore that idea further.”
    2. Rotate Responsibilities: Assign roles such as chairing the meeting, timekeeping, or note-taking. This encourages active involvement.
    3. Create a Safe Space: Establish ground rules like:

    • Respect everyone’s input.
    • Encourage healthy debate without dismissiveness.
    • Avoid interrupting others.

    4. Follow Up on Ideas: Demonstrate that suggestions in meetings have real outcomes.

    Follow up after the meeting with updates like: “Last week, Jane suggested [X]. Here’s how we’re moving forward with it.”

    Case Study: A disengaged academic, Rebecca, felt her ideas were routinely dismissed.

    The manager began actively inviting Rebecca’s thoughts and made a point to follow up on her suggestions.

    Seeing her contributions acknowledged, Rebecca re-engaged and became a strong voice in meetings.

    Learning Exercise:

    • Set Meeting Rules Together: At your next meeting, spend 5 minutes asking the team to agree on ground rules for discussion.
    • Action Step: Write them down and stick to them.

    5. Take a Flexible Approach ⏳

    Sometimes, full engagement in meetings isn’t realistic for everyone.

    As a manager, recognise that academics cope with multiple priorities—research deadlines, teaching prep, administration and personal commitments.

    What to Do:
    1. Offer Alternatives: Allow input outside of meetings, such as through email or smaller group discussions.
    2. Schedule Thoughtfully: Consider academics’ schedules—avoid busy teaching times or back-to-back meetings.
    3. Be Realistic: Recognise that participation may vary. Focus on improving engagement gradually rather than expecting instant change.

    Case Study: Tom, a researcher on a tight publication deadline, disengaged during term-time meetings.

    His manager adjusted the meeting schedule to quieter periods and allowed Tom to contribute written input when he couldn’t attend.

    Tom appreciated the flexibility and reconnected with the team.

    Learning Exercise:

    • Reflect on Flexibility: Ask yourself:
      • Are meeting times convenient for everyone?
      • Could some decisions or discussions happen asynchronously?
    • Action Step: Offer academics the option to contribute ideas in advance if they can’t attend.

    6. Lead by Example: Be an Engaged Manager

    Engagement starts with you. If you’re enthusiastic, organised, and inclusive during meetings, others will follow your lead.

    What to Do:
    1. Model Positivity: Show up prepared, actively listen, and value everyone’s input.
    2. Share Your Own Challenges: Be transparent about challenges you’re working through—this builds trust and makes meetings feel authentic.
    3. Celebrate Successes: Recognise team achievements and progress during meetings.

    Case Study: A new manager, Emily, noticed low energy in departmental meetings.

    She began opening meetings by celebrating wins—big and small—such as positive student feedback or a grant award.

    Her positivity created a ripple effect, and engagement improved.

    Learning Exercise:

    • Self-Check: Record yourself leading a meeting (with permission). Watch it back and assess:
      • Am I inviting input?
      • Do I look and sound engaged?
      • How can I improve my tone or approach?
    • Action Step: Compile a list of prompts for the next meeting, to remind you to address any previous shortcomings.

    Conclusion: Turning Disengagement into Engagement

    As a first-time academic manager, it’s normal to face challenges like disengaged team members.

    The key is to lead with empathy, structure, and persistence.

    Understand the reasons behind disengagement, address them privately, and take steps to make meetings valuable and inclusive.

    Remember, engagement takes time.

    Start small, stay consistent, and celebrate progress as it comes.

    By fostering a culture of contribution and respect, you’ll gradually bring even the quietest voices back into the conversation.

    Your Call to Action:
    What’s one step you’ll take this week to improve engagement in your meetings?

    Write it down and commit to it!

    With these tools and strategies, you’re well on your way to leading meetings where everyone feels heard, valued, and empowered to contribute.

    You’ve got this!

  • Coach Yourself: Using Coaching Techniques to Develop as a Professional Academic Manager

    Coach Yourself: Using Coaching Techniques to Develop as a Professional Academic Manager

    Coach Yourself!: Navigating Your Path as a First-Time Academic Manager

    Congratulations on stepping into the role of an academic line manager!

    You’ve moved from being an excellent academic professional—perhaps an inspiring teacher, productive researcher, or trusted colleague—into a position where you’re responsible for leading and supporting others.

    While this shift can feel exciting, it may also come with questions:

    How can I grow into this role? How can I develop as a leader while empowering my team?

    The answer may lie in coaching techniques—powerful tools not only for helping others thrive but also for your personal and professional growth.

    Coaching is not about having all the answers but about learning to ask insightful questions, reflect meaningfully, and commit to intentional action.

    This article will guide you through coaching concepts and techniques that you can use to develop as a confident, thoughtful, and effective leader in higher education.

    Along the way, you’ll find examples, actionable exercises, and encouragement to help you thrive in this new role.

    1. Start with Self-Awareness: Understanding Who You Are as a Leader

    The Concept: Self-awareness is the foundation of effective leadership.

    Just as coaching encourages individuals to reflect on their motivations, strengths, and blind spots, you can apply this same principle to yourself.

    In higher education, where leadership is often nuanced and relational, knowing how you lead and why it matters is critical.

    Example: Imagine Sarah, a newly appointed Head of Department at a mid-sized university.

    Excited but unsure, she quickly noticed that staff reactions to her decisions varied.

    Some seemed engaged, while others resisted.

    Through a self-awareness exercise, Sarah realised that her natural preference for rapid decision-making, honed through research deadlines, didn’t always suit the academic team, who valued consensus and discussion.

    By identifying this blind spot, Sarah began adjusting her style—listening more and facilitating conversations.

    Your Call to Action:
    1. Write your Leadership Story: Spend 20 minutes writing about your leadership experiences so far. Reflect on:

    • What moments have shaped your leadership style?
    • What are your strengths as a leader? Where do you struggle?
    • How do you want to be perceived by your team?

    2. Seek Feedback: Ask three trusted colleagues: “What do you see as my top leadership strengths, and where might I improve?” Write down their responses and look for patterns.

    3. Take a Leadership Assessment: Tools like the Johari Window or Myers-Briggs can provide valuable insights into your personality and style. Use these tools not as limits, but as starting points for growth.

    Why It Matters: Self-awareness enables you to lead authentically. It helps you play to your strengths while addressing areas for growth—something every successful coach and leader must embrace.

    2. Develop a Reflective Practice: Learn Through Coaching Questions

    The Concept: Reflection lies at the heart of coaching.

    Coaches ask probing questions that prompt individuals to pause, think deeply, and identify their own solutions.

    As an academic manager, adopting a reflective practice allows you to learn from your experiences and continuously improve.

    Example: John, a Programme Leader, faced a conflict between two senior lecturers.

    Initially, he reacted by suggesting a quick compromise.

    However, when the tension persisted, he paused to reflect:

    “Why did I jump to solve the problem myself? What could I have done differently?”

    Through coaching-style reflection, John realised he needed to facilitate a dialogue between the lecturers, enabling them to resolve their own differences rather than imposing a solution.

    Your Call to Action:
    1. Ask Yourself Coaching Questions: After challenging situations, take 10 minutes to journal using questions like:

    • What went well today?
    • What didn’t go as planned, and why?
    • What could I do differently next time?

    2. Adopt a ‘Pause and Learn’ Practice: Before making quick decisions, pause and ask yourself:

    • What are my options?
    • How will this decision impact others?
    • Is this aligned with my values as a leader?
    •  

    3. Schedule Weekly Reflection Time: Set aside 30 minutes every Friday to review your week. Write about key decisions, interactions, and lessons learned.

    Why It Matters: Developing a habit of reflection ensures that every experience—good or bad—becomes an opportunity for growth.

    It’s how you “coach yourself” toward better decision-making and leadership.

    3. Set SMART Development Goals: Coaching Yourself Toward Success

    The Concept: Coaching helps individuals set clear, actionable goals.

    The SMART framework—Specific, Measurable, Achievable, Relevant, Time-bound—can help you focus your professional development efforts.

    For first-time line managers, vague aspirations like “becoming a better leader” can feel overwhelming.

    Coaching techniques help you turn these into structured goals.

    Example: Maria, an Associate Dean, wanted to improve staff engagement but wasn’t sure how.

    By setting a SMART goal—“I will hold monthly one-to-one check-ins with each team member over the next three months to understand their challenges and aspirations”—Maria transformed her intention into an actionable plan.

    After three months, staff morale had improved, and she gained valuable insights.

    Your Call to Action:
    1. Set a SMART Goal: Identify one professional development area (e.g., communication, conflict resolution, time management).

    Use the SMART framework to define a goal, such as:- “I will complete a leadership development workshop on conflict management within the next two months and apply one new strategy in my next team meeting.”

    2. Break It Down: Divide the goal into smaller milestones. For example:

    • Week 1: Research workshops or resources.
    • Week 2: Register for a course.
    • Week 4: Reflect on strategies learned.

    3. Review Your Progress: Check in on your goal weekly. What progress have you made? What adjustments are needed?

    Why It Matters: Goal-setting provides clarity, accountability, and a sense of achievement.

    It’s a practical way to focus your efforts and celebrate small wins on your leadership journey.

    4. Practice Active Listening: Becoming Your Own “Coach” and Others’ Ally

    The Concept: One of the most valuable coaching skills is active listening—being fully present, suspending judgment, and seeking to understand.

    As a manager, learning to actively listen to your team also trains you to listen to your own needs and instincts.

    Example: When Lisa, a first-time manager, met with her team, she often focused on responding rather than truly listening.

    Staff felt unheard.

    Lisa began practicing active listening: maintaining eye contact, reflecting back what she heard (e.g., “So what I’m hearing is…”), and asking open questions like, “Tell me more about that.”

    The result?

    Staff felt valued, and Lisa found herself listening to her own instincts more effectively when making decisions.

    Your Call to Action:
    1. Practice Listening Deeply: In your next meeting, focus entirely on the speaker. Resist the urge to plan your response. Ask yourself:

    • What are they really saying?
    • What’s important to them?

    2. Listen to Yourself: Spend 10 quiet minutes each day listening to your own thoughts. Ask:

    • What am I feeling today?
    • What’s one thing I need to focus on for my own development?

    3. Reflect Back: At the end of conversations, summarize what you heard: “It sounds like you’re saying [X]. Did I understand that correctly?” Apply this skill to both others and your own reflections.

    Why It Matters: Active listening helps you connect with others while also improving self-awareness.

    It builds trust, clarity, and alignment—a must for any effective leader.

    5. Use Feedback as a Tool for Growth: Seek, Reflect, and Act

    The Concept: Coaching thrives on constructive feedback.

    As an academic manager, seeking feedback—both from your team and yourself—creates a culture of learning.

    Feedback isn’t about criticism; it’s about finding opportunities to grow and adapt.

    Example: James, a new Programme Director, found staff reluctant to share their thoughts in team meetings.

    He invited anonymous feedback on his leadership style, asking: “What should I continue doing, stop doing, or start doing?”

    The feedback revealed that while staff appreciated his vision, they felt disconnected due to a lack of one-on-one conversations.

    James implemented monthly check-ins and saw a marked improvement in team morale.

    Your Call to Action:
    1. Ask for Feedback: Invite your team, peers, or mentor to share feedback:

    • “What’s one thing I can do better as a manager?”
    • “What’s working well in our relationship, and what could improve?”

    2. Reflect on Feedback: After receiving feedback, ask yourself:

    • What resonates with me?
    • What changes can I make to address this feedback?

    3. Act on One Insight: Choose one piece of feedback to act on immediately. For example, if you hear, “We need more clarity in meetings,” focus on improving your meeting agendas and communication.

    Why It Matters: Feedback is a mirror that shows you where you’re succeeding and where you can grow. Acting on feedback builds credibility, trust, and continuous improvement.

    Conclusion: Embrace Coaching as a Pathway to Growth

    Stepping into your role as an academic manager is an exciting opportunity to learn, adapt, and thrive.

    By applying coaching techniques—developing self-awareness, practicing reflection, setting goals, listening deeply, and seeking feedback—you create a framework for your professional development that is both sustainable and empowering.

    Remember, coaching isn’t just for others—it’s a mindset you can apply to yourself.

    Each small action you take builds confidence, competence, and a stronger connection to the people you lead.

    As you embrace this journey, know that growth doesn’t happen overnight—but with intention, reflection, and courage, you will evolve into the leader your department needs.

    As you coach yourself, you’ll be practicing techniques that improve your coaching of others.

    You’ll develop a style that makes your coaching authentic.

    Think of self-coaching as coaching by stealth.

    You can practice on yourself first.

    So, take that first step today: reflect, ask questions, and challenge yourself.

    Your team—and your future self—will thank you for it.

    Your Coaching Challenge:
    What’s one coaching technique you’ll start using this week to develop yourself as an academic leader?

    Write it down, commit to it, and watch your growth begin.

  • How Do I Manage an Academic so That They Adhere to Deadlines? A Coaching Approach for Success

    How Do I Manage an Academic so That They Adhere to Deadlines? A Coaching Approach for Success

    Managing academic staff can be challenging, particularly if you’re a first-time line manager navigating the delicate balance between fostering autonomy and ensuring adherence to deadlines.

    Academics, driven by intellectual freedom and creativity, sometimes do not prioritise administrative tasks and institutional deadlines, in favour of their research or teaching priorities.

    This can leave you feeling hesitant or even frustrated, especially when faced with seemingly uncooperative (awkward) staff.

    However, there’s an approach that can transform the situation: coaching techniques.

    By adopting a coaching mindset, you can guide academics to develop accountability, recognise their potential, and make sustainable behavioural changes.

    This article will explore coaching strategies, alongside practical management tools, in the higher education environment, to help your academic staff meet deadlines without resentment or resistance.

    1. Understand the Context and Build Trust

    Before attempting to transform behaviour, invest time in understanding the pressures academics face.

    Coaching is built on trust, rapport, and the belief that individuals have the capacity to find their own solutions.

    Begin by exploring the challenges that prevent staff from meeting deadlines and address any misalignment between their priorities and institutional goals.

    Coaching Technique: Active Listening

    Active listening is foundational to coaching. It involves:

    • Giving full attention to what the academic is saying without interrupting.
    • Asking open-ended questions to encourage deeper reflection.
    • Paraphrasing or summarising what you’ve heard to clarify understanding.

    Example:
    Imagine Dr. Smith repeatedly misses module outline deadlines. In your meeting, instead of reprimanding, you use active listening:

    • “Dr. Smith, I’ve noticed that module outlines have been delayed. Can you tell me what’s happening?”
    • Allow Dr. Smith to share concerns (e.g., heavy research load).
    • Follow up with reflective prompts: “What steps could help balance your priorities?”

    Positive Effects: Active listening makes staff feel heard and valued, fostering trust. It shifts the conversation from blame to collaboration, empowering them to identify solutions themselves.

    2. Use Coaching to Align Goals and Expectations

    Ambiguity can often lead to missed deadlines. By aligning goals through coaching, you clarify expectations while helping staff connect their tasks to the bigger picture.

    A coaching approach emphasises collaboration, so staff feel ownership over the commitments they make.

    Coaching Technique: The GROW Model

    The GROW Model is a structured coaching method that stands for:
    – Goal: What do you want to achieve?
    – Reality: Where are you now in relation to that goal?
    – Options: What can you do to move forward?
    – Will: What will you commit to? (Or “What next?”)

    Example:
    If Dr. Patel struggles to meet deadlines for grant submissions, use the GROW model:

    1. Goal: “What’s your goal for this grant submission?”
    2. Reality: “How far along are you, and what’s holding you back?”
    3. Options: “What options do you have to ensure the application is ready in time?”
    4. Will: “What specific actions will you take, and when will you complete them?”

    Positive Effects: The GROW model enables academics to break overwhelming tasks into manageable steps.

    It also reinforces accountability because commitments come from the individual, not the manager.

    3. Create Accountability Through Structured Check-Ins

    Coaching focuses on progress rather than punishment.

    By establishing structured yet supportive check-ins, you can provide staff with ongoing encouragement, feedback, and accountability.

    Regular coaching conversations ensure deadlines remain a priority while providing a forum to troubleshoot challenges.

    Coaching Technique: Reflective Questions

    Reflective questions encourage staff to evaluate their own behaviour and identify areas for improvement.

    Examples include:

    • “What progress have you made since our last check-in?”
    • “What challenges did you encounter, and how did you overcome them?”
    • “What will you do differently next time to stay on track?”

    Example:

    Dr. Jones, who struggles to submit lecture materials on time, attends weekly 15-minute check-ins.

    You ask:

    • “What progress have you made with the materials this week?”
    • “What got in the way of meeting last week’s deadline?”
    • “How can you adjust your schedule to finish this week’s tasks on time?”

    Positive Effects: Reflective questioning promotes self-awareness and problem-solving.

    Staff begin to anticipate challenges, plan ahead, and take ownership of their work.

    4. Help Staff Identify and Overcome Barriers

    Sometimes staff miss deadlines because they feel overwhelmed or lack the tools to manage competing priorities.

    Coaching can help uncover these barriers and identify practical solutions to overcome them.

    Coaching Technique: Problem-Solving Together

    Adopt a collaborative stance where you explore solutions together. Encourage staff to identify small, actionable steps to move forward.

    Example:
    Dr. Green is overwhelmed with marking and avoids it until the last minute. Through coaching, you uncover time management issues and help brainstorm strategies:

    • Blocking out specific time slots for marking.
    • Reducing distractions during work hours.
    • Delegating other tasks to focus on priorities.

    Positive Effects: This collaborative approach builds confidence and equips staff with tools to tackle their challenges proactively.

    5. Recognise and Reinforce Positive Changes

    Positive reinforcement is a cornerstone of coaching.

    Acknowledging progress—no matter how small—can boost motivation, build momentum, and transform behaviours over time.

    Coaching Technique: Praise with Specificity

    When recognising achievements, be specific about what was done well and why it matters.

    Example:
    Dr. Brown, who struggled to submit research progress reports, now submits them consistently. You praise them during a team meeting:

    • “I want to acknowledge Dr. Brown for consistently meeting the reporting deadlines. Your updates have been incredibly helpful for the team, and I appreciate your hard work.”

    Positive Effects: Specific praise reinforces desired behaviours and helps staff feel valued and motivated. Over time, meeting deadlines becomes a habit.

    6. Encourage Self-Reflection for Sustainable Change

    The goal of coaching is to foster lasting behavioural change, not temporary compliance.

    Self-reflection helps staff evaluate their own actions and commit to continuous improvement.

    Coaching Technique: Self-Evaluation Prompts

    At the end of each project or semester, encourage staff to reflect on their performance with questions such as:

    • “What went well, and what contributed to your success?”
    • “What challenges did you face, and how did you overcome them?”
    • “What changes will you make next time to be even more effective?”

    Example:
    Dr. White, who improved their consistency with administrative tasks, reflects on the semester:

    • “I realised that setting weekly milestones kept me focused. Next semester, I’ll block time at the start of each week for admin tasks.”

    Positive Effects: Self-reflection embeds accountability and helps staff take ownership of their professional growth.

    Conclusion: Lead with Coaching to Transform Behaviours

    Managing academics shouldn’t require coercion or micromanagement, so don’t resort to this.

    By adopting coaching techniques: active listening, the GROW model, reflective questions, and positive reinforcement, you can transform staff behaviours, build trust, and cultivate a culture of accountability.

    Remember, coaching is about enabling staff to find their own solutions.

    It shifts the focus from managing performance to empowering individuals to succeed.

    When implemented thoughtfully and consistently, coaching doesn’t just help staff meet deadlines—it helps them thrive.

    As a first-time manager, embracing this approach will not only address immediate challenges but will also establish you as a supportive and effective leader.

    By guiding academics to achieve their best, you’ll strengthen both their performance and the success of your department.

  • Strategies for First-Time Line Managers to Motivate and Support Academics Struggling to Meet Objectives

    Strategies for First-Time Line Managers to Motivate and Support Academics Struggling to Meet Objectives

    Strategies for first-time line managers to motivate and support academics struggling to meet objectives, are often hard to come by when you assume the role of manager.

    For academics, whose work often combines teaching, research, and administrative duties, meeting objectives can sometimes feel quite daunting.

    When a member of your team is struggling, it is essential to provide thoughtful guidance and encouragement to help them regain confidence and productivity.

    This article outlines strategies to help you as a first-time line manager motivate and support an academic staff member who is facing difficulties.

    1. Build Trust Through Open Communication

    The foundation of effective management is trust.

    Begin by establishing open lines of communication with the struggling team member. Set up a private, one-on-one meeting to discuss their challenges.

    Approach the conversation with empathy and active listening, ensuring the individual feels heard and respected. Use open-ended questions such as:

    • “What challenges are you currently facing?”
    • “Are there specific factors impacting your ability to meet your objectives?”
    • “How can I support you during this time?”

    Avoid jumping to conclusions.

    By fostering an environment of psychological safety, you create a space where the staff member feels comfortable discussing their struggles honestly.

    2. Clarify Expectations and Objectives

    Sometimes, struggles arise from a lack of clarity around expectations.

    Ensure the individual understands their objectives and how these align with broader departmental or institutional goals.

    Break down their responsibilities into manageable tasks and set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals to provide structure and focus.

    For example, if a researcher is struggling to publish, a SMART goal could be: “Draft the methodology section of your paper by the end of next week.”

    This level of specificity helps the staff member stay on track and reduces the risk of feeling overwhelmed by vague targets.

    3. Identify Underlying Issues – Why Are They Struggling?

    Performance issues often stem from deeper challenges. These might include:

    • Workload Imbalance: The academic might feel burdened by excessive teaching hours, administrative duties, or research commitments.
    • Personal Challenges: Health issues, family responsibilities, or other personal factors might be affecting their work.
    • Skill Gaps: They may lack specific skills or confidence in areas such as time management, grant writing, or classroom engagement.

    By identifying these root causes, you can tailor your support.

    For instance, if workload is the issue, consider redistributing tasks or offering temporary relief from certain responsibilities.

    4. Address the Research-Teaching Balance Issue

    A common issue in academia is the tension between research and teaching.

    An academic might focus heavily on meeting research objectives (such as soliciting their first funding grant) due to departmental pressures, only to find their teaching quality slipping.

    This can lead to student complaints, which further heighten the academic’s anxiety and sense of failure.

    To address this:

    • Acknowledge the Challenge: Validate their feelings and recognise the difficulty of balancing competing priorities.
    • Review and Adjust Workload: Collaborate with them to rebalance their workload. For instance, if research is currently a high priority, consider reallocating some teaching duties to colleagues temporarily.
    • Provide Teaching Support: Arrange for teaching development workshops, peer observations, or mentorship to help improve their teaching practices efficiently.
    • Engage Students: Work with the academic to gather constructive student feedback and address complaints transparently. Encouraging student involvement can help the academic feel more in control of their teaching outcomes.

    Reassuring the staff member that the department values both their research and teaching contributions equally can help alleviate their anxiety and enable them to approach their responsibilities with renewed confidence.

    5. Ensure Requests Are Reasonable and Achievable

    As a line manager, it is your responsibility to ensure that the demands placed on staff are reasonable and achievable.

    Before setting objectives or delegating tasks, take time to assess their feasibility.

    Ask yourself:

    • Is this request realistic given the staff member’s current workload and capacity?
    • Do they have the necessary resources and support to meet this demand?
    • Are external factors, such as departmental policies or deadlines, affecting their ability to succeed?

    If you find that a request is unreasonable, it is your duty to moderate it.

    Collaborate with the staff member to adjust goals or redistribute responsibilities.

    For example, if an academic is overwhelmed by simultaneous teaching and research demands, consider prioritising one area temporarily or allocating additional resources.

    Demonstrating fairness and understanding builds trust and fosters a more supportive work environment.

    If you notice that multiple staff members are struggling to meet objectives, it may indicate that institutional demands or KPIs are unrealistic.

    In such cases, it is your responsibility to provide constructive feedback to senior management. Highlighting these challenges with evidence can pave the way for recalibrating expectations or redistributing resources across the department.

    Acting as an advocate for your team demonstrates strong leadership and a commitment to sustainable productivity.

    6. Provide Targeted Support and Resources

    Once you understand the challenges, provide the necessary support to address them. This might include:

    • Mentoring: Pair the staff member with a more experienced colleague who can offer guidance and share best practices.
    • Training Opportunities: Recommend workshops, webinars, or courses to enhance their skills.
    • Flexible Work Arrangements: Allow for adjustments such as remote work, modified hours, or reduced teaching loads.

    For example, if an academic struggles with grant applications, you could arrange for them to attend a grant-writing workshop or review their drafts with them.

    7. Recognise and Celebrate Small Wins

    Acknowledging progress, no matter how small, can significantly boost morale.

    When the staff member achieves a milestone, take the time to recognise their effort.

    This could be as simple as a verbal acknowledgment during a team meeting or a personal email of appreciation.

    Celebrating small wins helps build momentum and reinforces a sense of achievement.

    8. Foster a Collaborative Environment

    Isolation can exacerbate struggles, particularly in academic settings. 

    Encourage collaboration and teamwork within your department. This might involve:

    • Pairing the individual with colleagues for joint projects or co-teaching opportunities.
    • Organising regular team check-ins to share progress and challenges.
    • Creating peer support groups for shared learning and accountability.

    A collaborative environment not only reduces the individual’s sense of isolation but also provides them with fresh perspectives and support from peers.

    9. Model Empathy and Resilience

    As a line manager, your behaviour sets the tone for the team.

    Demonstrate empathy and resilience in your interactions.

    Share your own experiences of overcoming challenges, if appropriate, to show that struggles are a normal part of professional growth.

    For instance, if you’ve faced similar difficulties in meeting objectives, sharing how you navigated those situations can provide valuable insights and encouragement.

    10. Implement Regular Check-Ins

    Ongoing support from you is crucial.

    Schedule regular follow-up meetings to review progress, provide feedback, and adjust plans as needed.

    These check-ins should focus on:

    • Reviewing the status of goals.
    • Identifying new challenges or obstacles.
    • Reinforcing positive behaviours and achievements.

    Consistency in follow-ups signals your commitment to their development and ensures that issues are addressed promptly.

    11. Address Mental Health and Well-Being

    The pressures of academia can take a toll on mental health.

    Encourage the individual to prioritise their well-being by:

    • Promoting the use of institutional mental health resources.
    • Encouraging healthy work-life balance practices, such as regular breaks and setting boundaries.
    • Leading by example in demonstrating self-care and stress management.

    For example, if your institution offers counselling services, remind the staff member that these resources are available and confidential.

    12. Encourage Reflection and Self-Assessment

    Help the struggling academic develop self-awareness by encouraging them to reflect on their strengths and areas for growth.

    Tools such as self-assessment questionnaires or reflective journals can aid this process, though one-to-one conversations over coffee can often be more effective int he first instance.

    Prompt them with questions like:

    • “What strategies have worked for you in the past when facing similar challenges?”
    • “What aspects of your work do you find most rewarding?”
    • “What steps can you take to regain control over your workload?”

    By guiding staff towards self-reflection, you empower them to take ownership of their development.

    13. Seek Feedback on Your Management Style

    As a new line manager, it’s essential to continually evaluate your own approach.

    Invite feedback from your team to identify areas where you can improve.

    Questions to consider include:

    • “Is there anything I can do differently to support you more effectively?”
    • “Do you feel comfortable raising concerns with me?”

    This willingness to adapt and learn demonstrates humility and builds mutual respect.

    14. Know When to Escalate

    In some cases, despite your best efforts, the individual may continue to struggle significantly.

    If this happens, don’t hesitate to involve other resources, such as the human resources department, a faculty development officer, or senior management.

    These professionals can provide additional support and guidance, ensuring the staff member receives the help they need.

    Conclusion

    Managing academics who are struggling to meet their objectives is a complex but rewarding challenge.

    As a first-time line manager, your role is to provide guidance, motivation, and support while fostering a positive and collaborative work environment.

    By building trust, clarifying expectations, addressing underlying issues, and celebrating progress, you can help your team member overcome obstacles and achieve their goals.

    In doing so, you not only contribute to their success but also strengthen your skills as an empathetic and effective leader.

  • What to Do When a Colleague Publishes Your Ideas: Advice for Early Career Academics

    What to Do When a Colleague Publishes Your Ideas: Advice for Early Career Academics

     

    As an early career academic, finding out that a colleague has published your ideas can feel both discouraging and intimidating.

    You might worry about causing conflict or damaging professional relationships, especially when you’re just starting to establish yourself.

    But protecting your intellectual contributions is crucial for your academic career and your self-respect.  

    Here’s how you can handle this situation thoughtfully and professionally, without unduly risking your reputation or relationships.

    In fact, if you are measured in your approach, your reputation will increase.  

    First, Take a Step Back  

    It’s important to approach this situation with a level head.

    Academic environments often foster shared ideas, and in some cases, overlap in research may occur unintentionally. Before jumping to conclusions, ask yourself:  

    • Could it be a misunderstanding? It’s possible your colleague misunderstood a conversation as permission to build on your idea or didn’t realise it originated with you.
    • Was the idea fully formed? If you shared a preliminary concept rather than a developed framework, they might have seen it as open for collaboration or interpretation.
    • Is this a pattern? Does this colleague have a history of appropriating ideas, or could this be a one-off mistake?  

    By examining the situation carefully, you’ll be better prepared to address it professionally.  

    Protect Yourself First 

    Before taking any action, ensure you’ve documented your work thoroughly.

    This will help establish your role in the idea’s development and demonstrate that you’ve acted in good faith.  

    • Keep detailed records: Save drafts, meeting notes, WhatsApp messages and email communications that show how the idea evolved.
    • Time-stamp your work: Use tools like Google Drive, Dropbox, MS Teams or a version-controlled document to create a record of when your ideas were developed.
    • Note instances of sharing: If you presented your idea in a meeting or conversation, write down when and where it happened and who else was present.  

    Good documentation can provide you with the confidence to move forward if the issue escalates.  

    Addressing the Issue Without Burning Bridges 

    As a new academic, it’s natural to worry about upsetting a senior colleague or damaging your reputation.

    But addressing the situation doesn’t have to lead to confrontation. 

    Here’s how to do it tactfully:  

    1. Ask questions  

    Approach your colleague as if there might be a misunderstanding. This keeps the conversation neutral and reduces defensiveness. For example:  

    “I noticed your recent paper included ideas similar to some I’ve been working on. Could we talk about how these ideas developed? I’d like to understand how we can ensure clarity about contributions.”  

    By framing the conversation as a discussion, you can open the door to cooperation rather than conflict.  

    2. Share Your Evidence Calmly  

    If the colleague seems unaware of the overlap or denies it, share your evidence in a straightforward, factual manner. For instance:  

    “I’ve been developing this idea since [date], and here are some notes from a meeting where I shared it with you. I wanted to bring this up because I think it’s important we acknowledge contributions clearly.”  

    Focus on the timeline and your documentation rather than accusing them directly of wrongdoing.  

    3. Suggest a Solution  

    If the colleague acknowledges the overlap, propose a constructive way to resolve the situation:  

    • Co-authorship: Suggest adding your name to future papers or projects that build on the idea.
    • Acknowledgment: If the work is already published, ask if they can acknowledge your contribution in future presentations or related articles.  

    For example:

    “To reflect both of our contributions, would you consider co-authorship on the next paper in this area?”  

    What If They Deny It or Become Defensive?  

    It’s possible the conversation won’t go as planned.

    The colleague might deny wrongdoing or react negatively. If this happens, don’t panic.  

    Stay Calm and Professional 

    • For Denial: “I understand this might not have been intentional. I think it would help if we review the timeline together to avoid any confusion going forward.”
    • For Hostility: “I’m raising this because I value transparency in collaboration. I’d like us to work together to find a fair resolution.”  

    Keeping your tone calm and professional reinforces your credibility and avoids escalating the conflict.

    But if the response from a colleague is denial, you might want to reconsider whether you can work with them in the future.

    Bring in a Neutral Third Party 

    If the issue persists, involve a mediator, such as your department chair, a senior colleague you trust, or your institution’s research ethics office.

    Share your evidence and let them help facilitate the conversation.  

    This step might feel intimidating, but it demonstrates that you’re committed to resolving the matter ethically, and you are not a pushover.

    Moving Forward Without Damaging Relationships 

    Whether the issue is resolved or not, take steps to protect yourself in the future while maintaining professional connections.  

    1. Share Selectively 

    Limit the sharing of undeveloped ideas to trusted collaborators. When presenting new concepts, provide just enough detail to generate interest without giving away the full picture.  

    2. Use Clear Agreements 

    For collaborations, establish expectations early. Use emails or informal agreements to define who will lead different aspects of the project and how credit will be assigned.  

    3. Build Allies 

    Cultivate relationships with colleagues who value fairness and integrity. Having a supportive network makes it easier to address challenges when they arise.  

    Look After Yourself  

    Experiencing idea theft can feel personal and hurtful, or intimidating, especially when you’re just starting out.

    It’s essential to acknowledge the emotional impact and take steps to maintain your confidence.  

    Talk It Out  

    Share your feelings with a trusted mentor, colleague, or friend. They can provide perspective and help you decide on the best course of action.  

    Focus on Your Work  

    Channel your energy into advancing your research. Publishing your ideas strengthens your reputation and reduces the risk of future incidents.  

    Don’t Dwell on It  

    Remember that one incident doesn’t define your career. Use this experience as an opportunity to learn and grow, both as a researcher and a professional.  

    Advocating for a Better Academic Culture  

    As you gain confidence and experience, consider contributing to a more ethical academic environment:  

    • Lead by Example: Give credit generously in your collaborations.
    • Encourage Open Conversations: Suggest workshops or discussions on research ethics in your department.  
    • Support Transparency: Advocate for clearer policies on intellectual property at your institution.  

    By role modelling integrity in your work, you can help create a culture that values fairness and collaboration.  

    Final Thoughts

    As an early career academic, addressing idea theft can feel like walking a tightrope.

    But by staying calm, documenting your contributions, and addressing the issue with professionalism, you can protect your work without creating unnecessary conflict.  

    Remember, your ideas are valuable, and you have every right to defend them.

    Handling this situation thoughtfully not only safeguards your intellectual contributions but also demonstrates your commitment to the integrity of the academic community.

    You’re building a reputation; not just as a great researcher, but as a fair and ethical collaborator.  

  • Why You Should Learn the Basics of Project Management

    Why You Should Learn the Basics of Project Management

    As an academic, you are already juggling responsibilities like teaching, research, publishing, and administrative tasks.

    While your expertise is undeniable, the ability to manage these diverse responsibilities efficiently is just as crucial.

    Have you ever considered how mastering a few project management skills could make you a more productive academic?

    Learning the basics of project management isn’t about adding more to your plate; it’s about optimising your work, improving focus, and achieving more in less time.

    1. Managing Your Research Projects

    Your research is the foundation of a successful academic career, but it involves balancing many tasks: literature reviews, experimental design, data collection, analysis, and writing.

    Each of these steps is a mini-project within the larger scope of your research initiative.

    Without structured planning, it’s easy to fall behind schedule or exceed your resources.

    For example, think about a grant-funded project with strict deadlines.

    A simple project management tool, like a Gantt chart, can help you break the research process into manageable tasks, assigning deadlines and responsibilities.

    By identifying critical paths and potential bottlenecks early, you can avoid delays and ensure that your work is completed on time.

    You don’t need to dive into complex software or project management methodologies such as PRINCE2 — even post-it notes on a whiteboard can help you allocate tasks and visualise dependencies.

    This increased clarity can significantly boost your productivity and keep your research on track.

    2. Enhancing Your Collaborative Work

    Collaboration is an integral part of academia.

    Whether you’re working on interdisciplinary research or co-authoring papers, collaboration often hinges on effective communication and role clarity.

    Have you ever faced challenges in group projects because of unclear roles or missed deadlines?

    Using a simple project management tool, such as a RACI (Responsible, Accountable, Consulted, and Informed) matrix, can help clarify who does what.

    Regular check-ins, facilitated through basic tools like Google Sheets or Trello, ensures that everyone stays aligned.

    While you may be tempted to adopt agile project management techniques, these methods can often lack the structure needed for academic projects.

    Agile methodologies prioritise flexibility and iterative progress, but academics often require a clear end goal, rigid deadlines, and comprehensive documentation.

    These characteristics are better suited to traditional project management frameworks.

    Tools like waterfall methodologies, which emphasise sequential progress, offer the clarity and accountability that your academic projects demand.

    3. Streamlining Your Teaching and Curriculum Development

    Think about the time and effort you invest in designing a course syllabus, preparing lectures, and assessing students.

    Could a more structured approach make this process easier and more productive for you?

    Project management principles can help you divide these responsibilities into manageable tasks.

    For instance, a work breakdown structure (WBS) allows you to map out everything from content creation to grading schedules. 

    Additionally, teaching these skills to your students helps them become more organised while enhancing their employability.

    Imagine assessing a student project where teams use simple tools like post-it notes or Trello boards to manage roles, deadlines, and deliverables.

    By evaluating their management process alongside the final product, you’re preparing them for success in the real world while saving time and effort in your teaching workload.

    4. Managing Administrative Responsibilities

    Administrative tasks—whether organising conferences, serving on committees, or managing departmental resources—can often feel overwhelming.

    Have you ever felt like there’s just too much to do? 

    A project management approach can bring order to the chaos.

    For instance, when organising a conference, you can use a basic checklist or a free software tool to outline tasks, assign responsibilities, and track progress.

    Even for day-to-day activities, prioritisation frameworks like the Eisenhower Matrix can help you focus on what truly matters and reduce time spent on less critical work.

    5. Planning Your Academic Career

    Have you thought about where you want your career to go in the next five or ten years?

    A project management mindset can help you treat your career as a long-term project.

    By identifying key milestones, like publishing in high-impact journals or securing major research grants, and setting timelines for achieving them, you can proactively prepare for opportunities while staying productive.

    For example, if you’re an early-career academic aiming for professor, you could create a roadmap that includes milestones like gaining teaching awards or building collaborations.

    If you’re already established and looking to move into leadership roles, you can plan to gain experience in committee work or departmental initiatives.

    By tracking your progress and adjusting your plans as needed, you’ll always be ready when the next opportunity arises.

    6. Preparing for Industry Collaborations

    As you know, partnerships with external stakeholders are becoming increasingly common in academia.

    Whether you’re collaborating with a pharmaceutical company or a technology firm, managing these projects often requires clear timelines, budgets, and deliverables.

    Have you ever wondered how to better align academic and industry objectives?

    Project management tools can help you bridge that gap.

    By creating a detailed timeline and allocating resources efficiently, you can ensure that both parties stay aligned.

    This not only makes the collaboration smoother but also builds your reputation as a productive and organised partner.

    7. Building Your Long-Term Research Agendas

    Your long-term research goals—whether it’s publishing a groundbreaking book or establishing a research centre—can feel overwhelming.

    But by breaking them into actionable steps, you can make steady progress without losing sight of your broader vision.

    For instance, if you want to establish a research centre, start by identifying funding sources and recruiting collaborators.

    Treat each phase—from pilot studies to grant applications—as an individual project.

    This approach ensures sustained progress and adaptability, boosting your overall productivity.

    8. Developing Transferable Skills

    The beauty of project management is that it’s a transferable skill.

    Whether you stay in academia, move into administration, or transition to the private sector, project management equips you to succeed.

    If you’ve ever considered stepping into a leadership role or consulting, these skills will set you apart.

    For instance, as an academic administrator, you could use project management techniques to implement a new student support system.

    Or, if you transition to the private sector, these skills can help you lead teams, manage corporate research projects, or develop new products. 

    Do I Really Need to Bother with This?

    Perhaps you’re worried that learning project management will take too much time.

    But the truth is, you don’t need to be a certified expert to see the benefits.

    Simple tools, like task lists, timelines, and post-it notes on whiteboards, can transform how you work.

    Even dedicating a small amount of time to learning these basics can save you hours in the long run and help you achieve more in your academic career.

    Online resources, books, and workshops make it easy to get started.

    Your institution may even offer professional development programmes to help you acquire these skills.

    Conclusion

    You don’t have to reinvent the wheel to become a more productive academic.

    By incorporating basic project management principles into your research, teaching, and career planning, you’ll find yourself more organised, less stressed, and better prepared for future opportunities.

    Why not give it a try? With just a little effort, you can transform how you work and achieve more in your academic pursuits.

  • How to Overcome Imposter Syndrome as a New Academic Manager

    How to Overcome Imposter Syndrome as a New Academic Manager

    Stepping into an academic leadership role is an exciting milestone, yet it can also bring self-doubt and feelings of inadequacy. Imposter syndrome—characterised by persistent self-doubt and the belief that success is undeserved—affects many high-achieving professionals, especially in academia, where excellence is the standard.

    If you’re navigating this challenge, you’re not alone, and overcoming it is within your reach.

    This guide combines actionable strategies, real-world examples, and case studies to help you thrive in your role while building confidence in your leadership journey.

    Understanding Imposter Syndrome in Academia

    Imposter syndrome often stems from the high-pressure, performance-driven culture of academia.

    It’s compounded when moving into leadership, where managing teams, strategy, and performance feels vastly different from individual research or teaching achievements.

    Case Study: A Reluctant Department Chair

    Jane, a newly appointed head of department at a mid-sized university, had a stellar research record but doubted her ability to lead.

    She worried, “What if they realise I’m not qualified?”

    Initially, Jane deferred decisions to more experienced colleagues, which delayed key initiatives. By working with a mentor and attending a leadership workshop, she leveraged her analytical skills to implement evidence-based improvements in teaching outcomes.

    Gradually, her confidence grew, and she became an effective advocate for her team.

    Key Strategies for Overcoming Imposter Syndrome

    1. Acknowledge and Reframe Your Feelings

    Recognising imposter syndrome is the first step to addressing it.

    These feelings aren’t a reflection of your actual abilities but rather your response to growth and new challenges.

    • Example: Marcus, a physics lecturer promoted to programme leader, listed his self-doubts over a week. Reviewing them, he realised they were fueled by fear of failure rather than facts. He reframed his thoughts, reminding himself of his accomplishments, such as leading a successful student research programme.
    • Action Step: Start a journal where you document self-doubts and match them with evidence of your successes. Replace “I’m not ready” with “I’m learning, and I’ll grow into this role.”

    2. Leverage Your Strengths

    You earned your leadership position because of your unique skills and accomplishments. Focusing on your strengths can reinforce your confidence.

    • Example: A newly promoted head of research at a digital-focused university used their analytical skills to introduce metrics for research output and teaching quality. This data-driven approach clarified departmental goals and fostered trust within their team.
    • Action Step: Write down three strengths you bring to your role. Use them as the foundation for your decision-making and leadership style.

    3. Build a Support System

    Leadership doesn’t mean navigating challenges alone.

    Seeking mentorship and fostering connections with peers can help you manage self-doubt.

    • Case Study: Aisha, a newly appointed Dean at a humanities school, joined a women’s leadership network. Sharing experiences with peers helped her see that imposter syndrome was common among accomplished leaders. A mentor encouraged her to practice assertiveness during performance reviews, transforming her confidence and leadership effectiveness.
    • Action Step: Identify a mentor within your institution or through professional organisations. Networks such as the Aurora Programme or other leadership initiatives by Advance HE are useful resources for academic leaders.

    4. Adopt a Growth Mindset

    Leadership isn’t about perfection; it’s about learning and improving.

    Mistakes are inevitable but valuable for growth.

    • Case Study: A director of student engagement, tasked with leading a campus-wide digital transformation, initially avoided risks. After missing a project deadline, they used feedback to identify obstacles, resulting in a stronger rollout that improved student retention by 20%.
    • Action Step: Reframe challenges as opportunities. Ask yourself, “What is this situation teaching me?” Embrace mistakes as part of the process.

    5. Foster a Collaborative Culture

    Effective leaders cultivate environments where collaboration thrives, reducing the pressure to have all the answers.

    • Example: A department chair at a competitive business school introduced monthly brainstorming sessions. By sharing ownership of challenges and solutions, they built a sense of team camaraderie and reduced their own feelings of isolation.
    • Action Step: Create regular opportunities for open dialogue with your team, such as informal feedback sessions or strategy workshops.

    6. Celebrate Milestones and Small Wins

    Acknowledging progress reinforces confidence and provides tangible evidence of your competence.

    • Case Study: A university manager rolled out a new research initiative but faced hesitation from staff. By celebrating early adopters, they built momentum and increased participation, reminding themselves of their leadership impact.
    • Action Step: Maintain a “wins” board—digital or physical—to track achievements, both big and small.

    7. Invest in Leadership Development

    Leadership is a skill you can cultivate. Training programmes, coaching, and professional reading are excellent tools for growth.

    • Resource Example: The Academic Coach emphasises using data-driven frameworks to build confidence and lead effectively. Maria, a new programme leader, used the ADVANCE model to restructure a struggling course portfolio, overcoming her self-doubt through measurable success.
    • Action Step: Attend workshops or enroll in leadership programs tailored for academia. Resources like The Higher Education Manager’s Handbook by Peter McCaffery and Lukasz Sulkowski’s Managing the Digital University offer practical insights.

    8. Manage Anxiety

    Anxiety is a natural response to new responsibilities. Mindfulness and self-care can help you stay grounded.

    • Example: A new Associate Dean practiced short breathing exercises before high-stakes meetings. This simple routine reduced their anxiety and improved their focus during discussions.
    • Action Step: Incorporate mindfulness practices into your routine, such as meditation, deep breathing, or a quick walk between meetings.

    Practical Tools for Immediate Use

    1. Positive Affirmations: Replace “What if I fail?” with “I’m prepared to learn and grow.”
    2. Peer Feedback: Seek feedback on decisions to validate your instincts.
    3. Professional Reading: Use resources like The Academic Coach or The Higher Education Manager’s Handbook for strategies tailored to academic leaders.

    Final Reflections

    Imposter syndrome often strikes those with the highest standards. As Lukasz Sulkowski notes in Managing the Digital University, effective leadership in academia requires balancing traditional values with evolving challenges.

    Remember, your willingness to grow and learn is a strength, not a weakness.

    By applying these strategies and learning from case studies, you can overcome imposter syndrome and thrive in your leadership role.

    Celebrate your achievements, seek support when needed, and embrace the growth that comes with the journey.

    Leadership is about progress, not perfection—and you’ve got this!

  • What to Do When a Staff Member Lies About You  

    What to Do When a Staff Member Lies About You  

    As a first-time line manager in a university setting, you may have already discovered that managing academics is not always straightforward.

    One particularly difficult situation is knowing what to do when a staff member lies about you. 

    The academic environment is unique; highly intellectual, often independent, deeply collegial, and highly competitive.

    These qualities make academic institutions hubs of creativity and learning, but they can also lead to challenges in managing interpersonal dynamics, particularly where there are resources such as funding at stake.

    But when a colleague lies, such situations are emotionally taxing and can shake your confidence.

    However, they also present an opportunity to demonstrate professionalism, fairness, and effective leadership.

    In this article, I’ll guide you through handling such an issue constructively while maintaining the integrity of your leadership role.

    Step 1: Pause, Reflect, and Gather the Facts 

    Your first instinct may be to react emotionally, especially if the lie feels personal or damaging to your reputation.

    It’s natural to feel hurt, but as a line manager, it’s important to pause and approach the situation with a clear head. Rash decisions or confrontations could escalate the conflict unnecessarily.  

    Start by gathering all relevant details about the incident.

    Consider: 

    – What exactly was said or done.  

    – Who was involved? Are there witnesses?  

    – Is there any evidence to substantiate the claim?  

    In academia, where reputation and credibility are central to professional identity, false information can have ripple effects.

    However, before concluding that the lie was intentional or malicious, ensure that you have all the facts.

    Sometimes, misinformation may stem from misunderstandings rather than deliberate deceit.

    Step 2: Document Everything  

    Once you have the facts, document the incident comprehensively.

    This includes:

    – The content of the alleged lie.  

    – Dates, times, and locations of related events.  

    – Individuals who were involved or affected.  

    Keep a neutral tone in your documentation.

    Avoid selective reporting or assuming motives, as this can bias your perspective and undermine the objectivity of your records.

    Solid documentation will not only support any discussions you have with the individual but also provide a factual basis if the situation escalates to HR or formal proceedings.

    Step 3: Stay Professional and Composed  

    Academic workplaces are often small and collegial, meaning that interpersonal conflicts can quickly become widely known.

    It’s crucial to maintain professionalism at all times, both in how you handle the situation and in how you present yourself to colleagues.  

    Avoid gossiping about the incident or the individual involved.

    Speaking negatively, even in frustration, can harm your credibility and escalate tensions.

    Instead, focus on the behaviour, not the person.

    For example, rather than framing the situation as “They lied about me,” approach it as “This situation involves misinformation that needs to be addressed.”

    Step 4: Have a Private Discussion with the Individual  

    A one-on-one discussion with the staff member involved is often the best first step.

    Aim to create a safe, non-confrontational space where they can explain their side of the story. Begin the conversation with open-ended, non-accusatory questions.  

    For example:

    – “I’ve been made aware of a statement about [specific issue]. I wanted to hear your perspective on this.”

    – “There seems to be some confusion about [specific issue]. Could you help me clarify what happened?” 

    Using neutral language allows the individual to respond without feeling attacked.

    It also opens the door to the possibility that the issue was a misunderstanding rather than deliberate dishonesty.  

    During the conversation, listen actively and take notes. Ensure you remain calm and professional, even if the discussion becomes tense.

    If the staff member admits fault, focus on moving forward constructively rather than dwelling on blame.

    Step 5: Assess the Impact and Decide Upon Next Steps 

    After the discussion, reflect on the outcomes.

    Did the staff member admit to lying, or do they stand by their actions?

    Was there any malice involved, or was the situation a misunderstanding?  

    Equally important is assessing the impact of the lie:

    – Has it damaged your reputation within the department?  

    – Has it affected the morale or dynamics of the team?  

    – Are students or external stakeholders aware of the issue?  

    Your response should be proportional to the impact. A minor misunderstanding may only require an internal conversation to set the record straight.

    A more damaging incident may require additional steps, such as mediation, HR involvement, or even formal proceedings if university policies were violated.

    Step 6: Involve HR or Seek Guidance from Senior Leadership 

    If the situation cannot be resolved through direct conversation, or if the lie has caused significant damage, it may be necessary to escalate the issue.

    Most universities have established procedures for handling staff misconduct, and HR is there to provide guidance on these processes.  

    When engaging HR, ensure you:

    – Provide clear and objective documentation.  

    – Focus on the behaviour and its impact rather than personal grievances.  

    – Follow institutional protocols for grievance or misconduct investigations.  

    University environments often have additional layers of bureaucracy, so be prepared for the process to take time.

    However, following proper channels ensures transparency and fairness for all parties involved.  

    Step 7: Consider Mediation or Third-Party Involvement 

    If tensions remain high or the situation involves ongoing conflict, mediation can be a valuable tool.

    Many universities offer access to neutral mediators who can facilitate constructive dialogue between parties.  

    Mediation provides a structured setting to: 

    – Clarify misunderstandings.  

    – Rebuild trust.  

    – Agree on steps to prevent future issues.  

    As a line manager, encouraging mediation demonstrates your commitment to fairness and resolution.

    Step 8: Repair and Protect Your Reputation

    In academia, your reputation is one of your most valuable assets. If the lie has spread widely or impacted your standing, take steps to repair your professional image:

    – Be transparent with your team. Without naming the individual, clarify any misinformation and provide the correct facts. 

    – Reaffirm your commitment to ethical and professional leadership.

    – Focus on demonstrating integrity through your actions, such as consistent communication and fair treatment of all staff.  

    Remember, your team will respect you more for addressing the issue openly and constructively than for ignoring it or retaliating.

    Step 9: Build a Culture of Trust in Your Department  

    Workplace culture plays a significant role in preventing issues like dishonesty.

    As a line manager, you have the power to foster an environment where trust and accountability are the norms.  

    Here’s how you can do this:

    – Promote Open Communication: Encourage staff to raise concerns directly with you rather than resorting to gossip or rumours. 

    – Lead by Example: Model ethical behaviour and transparency in your actions.

    – Address Conflicts Early: Intervene promptly in minor disputes to prevent them from escalating.  

    Building a culture of trust takes time, but it pays dividends in creating a cohesive, productive team.

    Step 10: Reflect and Grow as a Leader  

    Finally, use this challenging situation as an opportunity for personal growth. Reflect on questions such as:

    – What could I have done differently to prevent or address the issue earlier?

    – Did I handle the situation fairly and professionally?

    – What lessons can I apply to future challenges?  

    Leadership in academia is as much about self-awareness and adaptability as it is about managing others.

    Each difficult situation you face strengthens your ability to lead with integrity and resilience.

    Conclusion: A Test of Leadership  

    Managing academics often feels like navigating a ship through unpredictable waters.

    When faced with a staff member’s dishonesty, your response sets the tone for your leadership style and the culture of your department.  

    By approaching the situation with professionalism, empathy, and a commitment to fairness, you not only resolve the immediate issue but also establish yourself as a leader who values integrity and collaboration. 

    These qualities will earn you the respect of your colleagues and set a strong foundation for your career as a line manager in academia.  

    Remember, challenges like these are not just tests of leadership – they are opportunities to grow and inspire others.

  • How Do I Manage Staff with More Experience than Me?

    How Do I Manage Staff with More Experience than Me?

    For first-time line managers in universities, stepping into a leadership role often brings a mix of excitement and apprehension – how do I manage staff with more experience than me? This is especially true when managing academic staff who may have decades more experience. Universities are unique environments, where the lines between management and collegiality can blur, and experienced staff may hold strong opinions about how things should be done.  

    However, being a successful manager doesn’t depend on matching their years of experience. Instead, your role is to create a cohesive team, facilitate collaboration, and help each individual reach their full potential while aligning efforts with institutional goals. Drawing on well-established coaching principles, this article provides a roadmap to help first-time line managers navigate this challenge with confidence and effectiveness.  

    Why Managing Experienced Academic Staff is Challenging

    Academics, especially those with long service, are often deeply invested in their work and their disciplines. Their expertise brings immense value, but it can also lead to challenges for a new manager. You may encounter resistance to change, scepticism about your qualifications, or even passive pushback. These dynamics are not unusual and stem from academia’s unique culture, which values autonomy and intellectual freedom.  

    The good news is that these challenges can be addressed with the right mindset and approach. At its heart, your success as a line manager will depend on how well you build relationships, communicate effectively, and lead collaboratively.  

    1. Start with Respect and Listening 

    Your first priority as a new manager should be to establish trust with your team. Experienced staff should feel that their contributions are valued, and a key way to demonstrate this is by listening to them. Arrange one-on-one meetings early into the role, to understand their perspectives.  

    Questions to ask include:  

    • “What do you think works well in the department?”  
    • “What are the challenges we face, and how do you think we can address them?”  
    • “How can I best support you in your role?”  

    Example: 

    A newly appointed head of a research centre met with each team member individually, including senior professors who had been with the university for decades. By listening to their insights and taking their feedback seriously, she not only identified several long-standing issues but also earned their respect.  

    Why It Works:  

    Listening demonstrates respect and curiosity about their experience. It also provides valuable insights that will help you lead effectively.  

    2. Shift from Manager to Coach 

    I believe that successful leadership in academia is about adopting a coaching mindset. This means focusing on empowering your staff rather than directing them. A coach helps individuals identify their goals, navigate challenges, and develop solutions collaboratively.  

    How to Apply Coaching:  

    • Use open-ended questions to guide problem-solving.  
    • Help staff set clear, achievable objectives.  
    • Provide support and resources, but let them take ownership of outcomes.  

    Example:  

    When a senior lecturer expressed frustration about a new Virtual Learning Environment (VLE), a young manager reframed the conversation by asking: “What would help you feel more confident with this system?” Together, they identified training opportunities that allowed the lecturer to build competence and autonomy.  

    Why It Works:  

    A coaching approach reinforces your staff’s expertise and encourages them to see you as a partner in their success.  

    3. Lead with Data and Transparency 

    One of the key principles of establishing collegiality is the value of data to de-personalise discussions and guide decisions. Academic environments are filled with strong opinions, and presenting data can create an objective foundation for conversations.  

    How to Use Data Effectively:

    • When addressing workloads, use metrics like teaching (contact) hours, research outputs, or student experience feedback.  
    • When discussing subject area goals, present trends or benchmarks from institutional reports.  
    • Share data openly and explain how it informs your decisions.  

    Example:  

    A young course director faced resistance when reallocating teaching responsibilities. By presenting data on enrolment numbers, student outcomes, and workload distribution, she showed that the changes were necessary for fairness and efficiency.  

    Why It Works: 

    Data shifts discussions from subjective opinions to objective facts, making it easier to gain buy-in from experienced staff.

    4. Empower Experienced Staff with Leadership Opportunities  

    Experienced staff often thrive when given responsibility and autonomy. Empowering senior colleagues to lead specific projects not only taps into their strengths but also publicly reinforces their value to the department.  

    Practical Ideas: 

    Example:  

    A newly appointed line manager asked a senior professor to spearhead a diversity and inclusion task force. The professor’s long-standing relationships across the institution and deep knowledge of its culture made them the ideal candidate. This move also bolstered the professor’s trust in the manager’s leadership.  

    Why It Works: 

    Delegating meaningful responsibilities shows that you value their experience and fosters a collaborative dynamic.

    5. Navigate Resistance with Empathy and Firmness  

    Resistance to change is common in academia. Whether it’s a shift in teaching methods, research priorities, or administrative processes, experienced staff may be sceptical or hesitant. Addressing their concerns with empathy, while standing firm on necessary changes, is crucial.  

    Steps to Handle Resistance:  

    1. Acknowledge their concerns and validate their emotions.  
    2. Explain the reasoning behind the change, linking it to broader goals like student outcomes or institutional priorities.  
    3. Offer support, such as training or additional resources, to ease the transition.  

    Example: 

    When rolling out a new assessment framework, a first-time manager faced pushback from senior lecturers who felt it added unnecessary bureaucracy. She listened to their concerns, clarified how the framework aligned with national standards, and offered workshops to streamline implementation.  

    Why It Works:  

    Empathy builds trust, while clarity ensures that staff understand the necessity of change.  

    6. Build Your Own Credibility  

    As a first-time line manager, you may feel the need to “prove” yourself. While you don’t need to have all the answers, you do need to demonstrate competence in your role. This includes staying informed about institutional policies, following through on commitments, and continuously developing your own skills.  

    Actionable Steps:

    • Attend leadership training tailored to higher education, such as workshops on conflict resolution, coaching as a manager, project management, university finance or strategic planning.  
    • Stay up to date on key developments in your university and sector.  
    • Seek feedback from your staff and adjust your approach as needed.  

    Why It Works:

    Credibility is earned through consistent, thoughtful actions, not through pretending to know everything.  

    Actionable Checklist for First-Time Line Managers

    To succeed as a line manager of experienced academic staff, focus on the following:  

    1. Listen Actively: Build trust by understanding their perspectives and needs.  
    2. Adopt a Coaching Mindset: Empower your staff to take ownership of their work.  
    3. Leverage Data: Use metrics to guide decisions and reduce resistance.  
    4. Delegate Strategically: Assign leadership roles that align with staff strengths.  
    5. Communicate with Clarity: Explain decisions transparently and link them to broader goals.  
    6. Invest in Your Growth: Pursue professional development to strengthen your leadership skills.  

    Conclusion: Leadership Is About Enabling Others  

    Managing staff with more experience than you is less about commanding authority and more about fostering collaboration. By listening, empowering your team, and staying grounded in your role, you can create a productive, respectful environment where everyone thrives.  

    Leadership in academia isn’t about being the most experienced person in the room — it’s about enabling others to succeed while aligning their efforts with a shared vision.

    With patience, humility, and a focus on learning, you can turn this challenge into a rewarding opportunity to grow as a leader.  

  • #16: The Manager As Coach: Using Conversation To Help Academic Staff Eliminate Self-limiting Beliefs

    #16: The Manager As Coach: Using Conversation To Help Academic Staff Eliminate Self-limiting Beliefs

    “If you knew you couldn’t possibly fail, what would you try?”

    This is a favourite staple of executive coaches, and for good reason.

    It strips away everything that inhibits your achievement, and gets you to focus on the outcome exclusively.

    An alternative could be:

    “Let’s say you do have enough time/money. Then what?”

    Sometimes, when coachees are challenged they come too preoccupied with the question.

    What they need is a creative prompt to get them thinking a bit broader:

    “Give me three options that would help move you forward.”

    What Is The Underlying Reason?

    When a coaching conversation appears to stall, you might actually be on the cusp of discovering the underlying reason for a barrier.

    It may be that the coachee is subconsciously waiting for you to bring the reason out into the open.

    “What made you decide not to discuss this at the programme committee meeting? Talk me through your reasoning.”

    As a reflective practitioner yourself, you’ll realise the benefits of regular reflection. So why not use it to help remove an individual’s self-limiting belief?

    “I realise that you are finding working with Louise in Finance very difficult. But I’d like you to arrange to meet with her at some point over the next few weeks, and commit to writing down how you felt straight afterwards. Try and describe how you approached the situation, what you said, what the response was, and how it made you feel. What you write may help uncover the barrier.”

    This approach usually brings something to the surface, with the added benefit that:

    • the coachee will be doing this themselves
    • there is further time for them to reflect before your next meeting.

    Be Direct

    If they are still struggling, you can help with a more direct line of questioning as follows:

    “How do you feel when you think about meeting with Louise? Which part of the conversation do you fear the most?”

    Look For Clues

    Here are some indicators that a coachee has beliefs that are limiting them:

    • “This is going to very difficult.”
    • “I don’t have sufficient experience to do this.”
    • “I don’t have as much experience as John and he has much more esteem.”
    • “I’ll never be able to work at that level.”
    • “It’s always the same. I can’t get funding.”
    • “No, there are much more qualified staff than me for that job.”
    • “I have to do this, otherwise what will the Dean think?”
    • “I need to do better, but I’m not as confident as I used to be”.

    Some key phrases to look out for are highlighted above in bold.

    People often give clues as to what they are really thinking in the language that they use.

    If they can say:

    • “I will” instead of “I have to” or
    • “I want to” instead of “I have to”

    there is the potential to eliminate self-imposed barriers to progress.

    One of the benefits of adopting a coaching approach is that you help people to move on with their thinking, so that they can achieve more.

    You get to practice simple techniques and observe the results.

    Reflection: When was the last time you said “I can’t” or “I have to”? How might the situation have changed with alternative language?

  • #9: 4 Fears Faced By Academic Managers And How To Eradicate Them

    #9: 4 Fears Faced By Academic Managers And How To Eradicate Them

    In academia, research transformation is a crucial goal for universities seeking to stay at the forefront of knowledge creation.

    Academic managers, responsible for leading and motivating staff, can face the challenge of dealing with disengaged employees who hinder progress.

    Overcoming this challenge requires addressing fears and implementing strategies to inspire and re-engage disengaged staff members, ultimately driving research transformation.

    Adopting a coaching mindset can help re-frame these complex situations and help academic managers achieve their objectives.

    Here are 4 common fears faced by academic managers together with some suggestions to motivate disengaged staff for research transformation.

    1. Fear Of Confrontation

    One fear that academic managers often face when dealing with disengaged staff is the fear of confrontation.

    Addressing performance issues or discussing areas of improvement can be uncomfortable for both parties involved. However, it is crucial to have open and honest conversations to identify the root causes of disengagement and develop strategies for improvement.

    Academic managers can overcome this fear by establishing a culture of trust and psychological safety, ensuring that employees feel comfortable expressing their concerns.

    Regular one-on-one coaching meetings can provide a platform for dialogue, where academic managers can listen actively, offer constructive feedback, and collaboratively develop action plans to reignite enthusiasm for research.

    2. Fear Of Resistance To Change

    Another fear academic managers encounter when motivating disengaged staff is the resistance to change.

    Some employees may be reluctant to embrace new research methodologies or adapt to evolving paradigms. Overcoming this fear requires effective change management strategies.

    Academic managers should clearly communicate the reasons for change and the potential benefits it brings to the organisation and individual researchers.

    They can organise training programs, workshops, and seminars to provide the necessary skills and knowledge for staff members to excel in the transformed research environment.

    By involving employees in the decision-making process, soliciting their input, and demonstrating the value of their contributions, academic managers can mitigate resistance and foster a culture of continuous improvement.

    3. Fear Of Inadequate Resources

    Academic managers may also fear that limited resources can hinder their efforts to motivate disengaged staff.

    Insufficient funding, equipment, or personnel can create barriers to research transformation.

    However, rather than succumbing to this fear, academic managers can focus on optimising available resources and seeking creative solutions.

    They can identify opportunities for collaboration and partnerships with external organisations or seek additional funding through grants or industry collaborations.

    By leveraging existing resources effectively, academic managers can demonstrate their commitment to supporting research endeavours and inspire disengaged staff to overcome resource limitations and explore innovative avenues.

    4. Fear of Failure

    Addressing disengagement often involves taking risks and experimenting with new approaches.

    Academic managers may fear failure, especially when attempting to introduce transformative changes.

    However, it is important to cultivate a culture that embraces risk-taking and views failure as a stepping stone to success.

    By encouraging a coaching mindset and emphasising the learning opportunities inherent in setbacks, academic managers can alleviate the fear of failure.

    Celebrating small wins and acknowledging staff members’ efforts and progress can provide the motivation and confidence needed to overcome fear and inspire disengaged employees to contribute to research transformation.

    Motivating disengaged staff for research transformation requires academic managers to address fears and implement effective strategies. 

    Using a coaching mindset to overcome the fear of confrontation, resistance to change, inadequate resources, and failure, academic managers can create an environment that encourages open communication, embraces innovation, and fosters continuous improvement.

    Through these efforts, academic managers can inspire and re-engage disengaged staff members, ultimately driving research transformation and positioning their institutions at the forefront of knowledge creation.

  • Lessons from Failure: Academic Managers’ Failures In Enhancing Research Productivity And Impact

    Lessons from Failure: Academic Managers’ Failures In Enhancing Research Productivity And Impact

    In the pursuit of academic excellence, research productivity and impact play a pivotal role.

    Academic managers, responsible for shaping and supporting research endeavours, sometimes encounter failures in their efforts. This article explores the lessons learned from these failures, highlighting the challenges faced by academic managers and providing insights for improvement.

    Allocation Of Resources

    One significant failure of academic managers lies in the allocation of resources.

    Research requires substantial financial, infrastructural, and human resources to flourish. In some instances, academic managers may not prioritise research funding adequately, resulting in limited access to necessary tools, equipment, and research grants.

    This can stifle productivity and limit the potential impact of research.

    By recognising the importance of investing in research infrastructure, securing funding opportunities, and providing researchers with necessary resources, academic managers can create an environment conducive to productivity and impactful research outcomes.

    Lack Of Strategic Planning

    Effective strategic planning is crucial for enhancing research productivity and impact.

    However, academic managers sometimes fail to develop and implement comprehensive strategies aligned with the institution’s long-term goals. Without a clear roadmap, research efforts can become fragmented, leading to a lack of coordination and focus.

    Academic managers must learn from these failures and invest time and effort in strategic planning, setting achievable targets, and developing robust frameworks for research advancement.

    By aligning research goals with the institution’s vision, fostering collaboration among research teams, and promoting interdisciplinary approaches, academic managers can create an environment that encourages focused and impactful research.

    Inadequate Training And Support

    Supporting researchers through proper training and mentorship is essential for nurturing their skills and enhancing their productivity.

    Unfortunately, academic managers may fall short in providing adequate training and support to their faculty members. Insufficient professional development opportunities, mentoring programs, and research collaborations can hinder the growth and productivity of researchers.

    The failure to recognise and address this gap calls for a renewed commitment to invest in the development and well-being of academic staff.

    By prioritising professional development initiatives, establishing mentoring programs, and promoting a supportive culture that values collaboration and knowledge sharing, academic managers can empower researchers to reach their full potential.

    Overemphasis On Quantity Over Quality

    In the race to demonstrate research productivity, some academic managers may inadvertently prioritise quantity over quality.

    Pressure to publish large volumes of research output within limited timeframes can lead to a decline in the quality and rigour of academic work. This failure compromises the integrity and impact of research within the academic community and beyond.

    Academic managers must encourage a balanced approach, promoting high-quality research outputs that contribute meaningfully to the knowledge base and solve real-world problems.

    By fostering a culture that values excellence, encourages thorough peer review processes, and recognises the significance of impactful research outcomes, academic managers can ensure the long-term relevance and credibility of their institution’s research endeavours.

    Insufficient Collaboration And Interdisciplinary Engagement

    In today’s interconnected world, collaboration and interdisciplinary research have become increasingly vital for innovation and societal impact.

    However, academic managers may fail to foster a culture of collaboration, leading to disciplinary silos and missed opportunities for cross-pollination of ideas. Encouraging interdisciplinary engagement, establishing platforms for collaboration, and facilitating knowledge exchange are crucial lessons that academic managers must learn from their failures.

    By promoting interdisciplinary research initiatives, providing incentives for collaboration, and facilitating communication across different academic disciplines, academic managers can unleash the transformative potential of collaborative research and enhance the overall impact of their institution’s research.

  • How To Create A Positive Research Culture In A Teaching Intensive University

    How To Create A Positive Research Culture In A Teaching Intensive University

    Creating a positive research culture in a teaching-intensive university in the UK requires a multifaceted approach that involves fostering collaboration, providing support, and recognising and rewarding research achievements.

    Here are some steps you can take to promote a positive research culture:

    Step 1. Leadership Support

    Gain support from university leadership, including senior management, deans, and department heads, for the development of a research culture.

    This can help secure necessary resources and communicate the importance of research within the institution.

    Step 2. Research Strategy

    Develop a clear research strategy aligned with the university’s mission and goals. This strategy should outline priorities, funding opportunities, and mechanisms for supporting research activities. Focus on communicating the key drivers for the research – what it will achieve.

    Step 3. Research Support Infrastructure

    Establish a robust research support infrastructure that includes dedicated research offices, grant writing support, and administrative assistance.

    These resources can help faculty members navigate funding applications, manage research projects, and facilitate collaborations.

    Step 4. Funding Opportunities

    Identify and communicate funding opportunities to researchers, particularly those suitable for a teaching-intensive university.

    This could include grants focused on pedagogical research, interdisciplinary projects, or partnerships with industry.

    Step 5. Collaboration and Networking

    Encourage collaboration among researchers within the university and with external partners. Foster interdisciplinary interactions by organising seminars, workshops, and conferences.

    Consider creating research clusters or centres to facilitate collaboration and knowledge exchange.

    Step 6. Mentoring and Professional Development

    Implement mentoring programs where experienced researchers provide guidance and support to early-career researchers. 

    Offer professional development opportunities, such as workshops on research methodologies, grant writing, and publishing, to enhance research skills and productivity.

    Step 7. Recognition and Rewards

    Recognise and celebrate research achievements to motivate researchers. 

    Establish clear criteria for assessing research productivity and provide incentives, such as research awards, sabbaticals, or additional resources for high-performing researchers.

    Step 8. Research-Teaching Nexus

    Promote the integration of research and teaching by encouraging faculty members to incorporate their research findings and experiences into their teaching activities.

    This enhances the student learning experience and creates a research-informed teaching environment.

    Step 9. Communication and Dissemination

    Encourage researchers to disseminate their findings through publications, conferences, public lectures, and engagement with the wider community. 

    Provide platforms, such as institutional repositories or research blogs, to showcase research outputs.

    Step 10. Evaluation and Feedback

    Regularly evaluate the effectiveness of the research culture initiatives and seek feedback from researchers to identify areas for improvement.

    Maintain open channels of communication to address concerns and suggestions from the research community.

    Building a positive research culture takes time and sustained effort.

    It requires a supportive and inclusive environment where researchers feel valued and motivated to contribute to the advancement of knowledge within the university.

  • 5 Ways To Strategically Enable High Performance From Research Teams Through Reward and Recognition Programmes

    5 Ways To Strategically Enable High Performance From Research Teams Through Reward and Recognition Programmes

    Reward and recognition can be effective strategies for motivating and engaging university research staff. Here are 5 ways managers can utilise these approaches:

    1. Establish Clear Criteria For Recognition

    Develop clear and transparent criteria for recognising the achievements of research staff.

    This could include publications in high-impact journals, successful grant applications, contributions to collaborative projects, mentoring junior researchers, or any other significant accomplishments in their field.

    By setting specific criteria, you ensure fairness and consistency in the recognition process.

    2. Provide Public Acknowledgment

    Publicly acknowledge the achievements of research staff through various channels.

    This could include featuring their accomplishments on the university’s website, sharing success stories in newsletters or internal communications, or recognising them at departmental or university-wide events.

    Public acknowledgment not only highlights their achievements but also boosts morale and fosters a positive research culture. Establish award programmes that recognise outstanding research contributions within the university.

    These could include awards for research excellence, innovation, collaboration, or societal impact. Encourage nominations from colleagues and implement a rigorous selection process to ensure the credibility and prestige of the awards.

    Publicly presenting the awards at a special ceremony adds value and significance to the recognition.

    3. Offer Financial Support

    Consider providing financial support to research staff for exceptional performance or reaching specific milestones. This could be in the form of support for additional research assistants, overseas travel for networking, or funds to acquire specialist equipment.

    Financial incentives can serve as tangible recognition of their efforts and incentivise high-quality research and productivity.

    4. Support Professional Development Opportunities

    Investing in the professional development of research staff by providing opportunities for training, attending conferences, or participating in workshops can be a powerful way to enhance research performance.

    This not only recognises their commitment to growth but also equips them with new skills and knowledge, enhancing their research capabilities and potential impact.

    5. Foster A Culture Of Gratitude And Peer Recognition

    Encourage a culture of gratitude and peer recognition among research staff. Implement mechanisms where individuals can acknowledge and appreciate the contributions of their colleagues.

    This could be through regular team meetings, online platforms, or dedicated channels for sharing success stories.

    Reward and recognition programmes need to be sensitive to the culture and characteristics of the university. Regularly evaluate the effectiveness of these initiatives and make adjustments as needed to ensure their continued positive impact on research staff motivation and engagement.

  • How to encourage academic staff to engage in research when they have high teaching workloads

    How to encourage academic staff to engage in research when they have high teaching workloads

    Encouraging university lecturers to write funding bids can be challenging, particularly when they have a high teaching and administration workload.

    While writing funding proposals is an essential part of academic research, it can be difficult to motivate busy lecturers to prioritise this activity.

    In some cases, lecturers may appear to be resistant to cooperating, making it even more challenging to achieve funding goals. In many cases the perceived resistance is a legitimate defence against all of the other demands that are made upon academic staff.

    Universities are measured on their quality of student experience as well as the quality of research and it is challenging for academic staff to balance these objectives sustainably.

    However, with the right strategies and approach, it is possible to overcome this challenge and encourage lecturers to find ways to publish research and write successful funding bids.

    Understand the barriers

    Before addressing an academic, it is essential to understand the root cause of their reluctance.

    Common reasons for resistance might include lack of interest or motivation, feeling overwhelmed with other responsibilities, or a lack of confidence in their abilities. By understanding the specific concerns of the lecturer, you can tailor your approach to be more effective.

    One way to understand the resistance is to have a conversation with the lecturer. Ask open-ended questions and actively listen to their concerns. By doing so, you can get a sense of what might be preventing them from writing a funding proposal.

    Additionally, reviewing previous proposals, feedback received, and reviewing the types of grants available may help you to identify specific obstacles.

    Address concerns

    Once you have a better understanding of the specific concerns, you can work to address them.

    If the lecturer is feeling overwhelmed with other responsibilities, consider offering to reduce their workload or provide additional support. This could mean finding ways to adjust their teaching or administration responsibilities or providing additional research support.

    If the reluctance is due to a lack of confidence, consider offering training or mentorship to help build skills and expertise. Work with the lecturer to identify specific areas where they could benefit from additional training or support. You might offer workshops, training programmes, or one-on-one mentoring/coaching sessions to help them build the skills necessary to write successful funding proposals.

    Provide incentives

    Providing incentives can be an effective strategy to motivate lecturers to engage.

    This might include recognition or rewards for successful funding bids, such as protected time on a workload plan or preferential access to additional research funding.

    By providing tangible incentives for proposal writing, you can help to motivate even the most resistant lecturers to prioritise this important activity.

    Another incentive might be to recognise the benefits of funding for the department or the university. Such benefits can make it easier for academics to meet institutional objectives while engaging in stimulating research activities.

    Inspired academic management create cultures that value funding bids as an integral part of academic research. Managers who have coaching conversations with their academics on a regular basis are familiar with celebrating staff research successes.

    Genuine and sincere praise goes a long way when managing people to achieve greater things.

    Seek alternate solutions

    It may be necessary to seek alternate solutions to achieve funding goals.

    This might involve partnering with other researchers or departments, or seeking external funding sources.

    By exploring alternative solutions, academics can continue to pursue their research goals and make meaningful contributions to their institution.

    Escalate the issue

    If there is a track-record of persistent resistance from an academic it may be necessary to escalate the issue within the institution.

    This might involve speaking to the Human Resources department to discuss the situation and determine the best course of action. In some cases, disciplinary action may be necessary to ensure compliance.

    However, it’s essential to approach this option with care and caution, as such procedures invariably damage working relationships. Consider working with the academic to develop a plan that addresses their concerns while meeting funding goals.

    A collaborative approach is generally more effective in the long term.

    Conclusion

    Managing resistant behaviours when encouraging university lecturers to write funding bids can be challenging, but there are strategies you can use to address the issue.

    By understanding the specific concerns of the lecturer, addressing those concerns, providing incentives, seeking alternate solutions, and escalating the issue if necessary, you can help to overcome such challenges and ensure that your institutional funding goals are achieved.

  • How To Use Innovate UK Funding To Grow Research In A Teaching Intensive University

    How To Use Innovate UK Funding To Grow Research In A Teaching Intensive University

    Teaching intensive environments are excellent places to develop research that can be directly applied to society.

    Businesses like to engage with practical academic staff who can deliver innovative, pragmatic solutions to industrial problems.

    Coaching academics to solve business problems also helps transfer knowledge in two ways:

    1. From the academic to industry. Businesses get access to applied innovation directly and gain a competitive advantage.

    2. From industry to academia. Working with industry gives academics a first-hand perspective of what employers need, and academics can use this to transfer valuable innovation and employability skills to students.

    Research managers in teaching-intensive environments can use external funding to grow capacity for research amongst academics, whilst also improving two-way knowledge exchange between higher education and society.

    Innovate UK is one example of external funding that can be a valuable resource for increasing research quality and income. Here are some strategies for research managers that use Innovate UK funding to increase research income:

    1. Focus on areas that align with Innovate UK’s priorities

    Innovate UK has specific priorities for funding, such as clean growth, emerging and enabling technologies, and digital healthcare and life sciences.

    By aligning your academics’ research through coaching these priorities, they are more likely to be successful in securing funding.

    2. Collaborate with industry partners

    Innovate UK places a strong emphasis on collaboration between academia and industry.

    By partnering with industrial companies you can demonstrate the commercial potential of your academics’ research and increase their chances of success in securing funding to generate additional capacity for applied research.

    3. Develop a clear commercialisation plan

    Innovate UK funding is often focused on supporting the commercialisation of research.

    It is important to have a clear plan for how your research will be commercialised and how it will generate income. Many universities produce research that leads to IP generation, with subsequent lucrative licensing deals that can be a substantial long term funding stream.

    4. Show a strong track record of success

    Innovate UK is more likely to fund projects that have a strong track record of success.

    Applicants should demonstrate a track record of innovation, which might include previous successes in securing funding and delivering impactful research.

    However, the assessment of innovation includes prior activities by industrial partners, so it is not always necessary to have the comprehensive academic track record that other research councils demand.

    Therefore, Innovate UK funding can be a useful vehicle for developing junior academics or Early Career Researchers.

    5. Be strategic in your approach

    Innovate UK funding is competitive, so it is important to be strategic in your approach.

    This may involve focusing on specific funding calls or partnering with specific industry partners in your region for example.

    6. Leverage additional funding sources

    Innovate UK funding can be a valuable source of income that can leverage additional funding sources as well. This means using the outputs of Innovate UK projects to applying for other grants or funding from a range of sources, such as philanthropic organisations or even private equity investors.

    Overall, the key to increasing research income through Innovate UK funding is to have a strategic and collaborative approach that aligns with Innovate UK’s priorities and demonstrates the commercial potential of your research.

    Teaching intensive environments contain academic staff that have a range of advanced applied research skills and with an appropriate strategy, this expertise can be used to transform research activity and income using external funding.

  • How To Use Performance Agreements As A Framework For Organisational Learning

    How To Use Performance Agreements As A Framework For Organisational Learning

    Performance agreements are a crucial tool for research organisations to ensure that they are meeting their objectives and achieving the success they desire.

    A performance agreement is a document that outlines the goals, responsibilities, and expectations of an employee or team, and provides a framework for measuring progress and evaluating outcomes.

    But beyond its use as a tool for accountability, a performance agreement can also be an effective framework for organisational learning.

    Declaring goals

    One of the key features of a performance agreement is that it requires individuals and teams to set specific, measurable goals.

    This process of goal-setting encourages individuals to think critically about what they want to achieve, and how they can best achieve it.

    By setting measurable goals in the research environment, staff are able to track their progress over time, and identify areas where they may need additional support or resources.

    Open communication

    In addition, the process of creating a performance agreement encourages open communication between managers and employees.

    By discussing goals and expectations, staff are able to gain a better understanding of their role within the organisation, and how their work contributes to the overall success of the team.

    This can lead to increased engagement and motivation, as employees feel a greater sense of ownership and investment in their work and careers.

    Feedback for performance coaching

    Another benefit of performance agreements is that they provide a framework for ongoing feedback and evaluation.

    As employees work towards their goals, they can receive regular feedback from their managers, which can help them to identify areas where they are excelling, as well as areas where they may need to improve.

    By providing constructive feedback and support through a coaching approach, research managers can help their staff to develop new skills and improve their performance over time.

    A tool for change

    Finally, performance agreements can also be a valuable and specific tool for organisational learning.

    By analyzing the outcomes of individual and team goals, managers can identify patterns and trends that can inform broader organisational strategies. For example, if several employees are consistently struggling to achieve a particular goal, it may indicate that additional resources or training are needed in that area.

    By using performance agreements as a framework for organisational learning, organisations can continually improve their processes and outcomes, and ensure that they are meeting the needs of their employees and customers alike.

    In conclusion, while performance agreements are primarily used as a tool for accountability and goal-setting, they can also be a valuable framework for organisational learning.

    By encouraging open communication, providing ongoing feedback, and analysing outcomes, organisations can use performance agreements to continuously improve their processes and outcomes, and achieve greater success over time.

  • How to write a winning NTFS application

    How to write a winning NTFS application

    The National Teaching Fellowship Scheme (NTFS) by AdvanceHE recognises excellence in the provision of teaching within UK higher education. Each year since 2000, 55 individuals have been selected to receive this national award. A common question is ‘how to write a winning NTFS application’.

    To enter, applicants must submit evidence of their contributions to teaching and learning in higher education, organised into three categories:

    1. Individual excellence
    2. Raising the profile of excellence
    3. Developing excellence

    Writing your case requires a certain style – you need to be absolutely clear about your successes, so the assessors know what you have achieved. Writing for self-promotion can require some personal adjustment as it does not always come naturally.

    Having your drafts read by others will help you find the correct balance of factual reporting versus describing the significance of your impact.

    At the time of writing I have only just received the award. I can’t tell you what it means to be a National Teaching Fellow just yet. But I did find the application process to be developmental, especially as it prompted me to approach my work from a different, impact-driven perspective.

    Here are some of the most important things that I have learned from submitting an application.

    Look beyond the reported outcomes of a project

    When using a particular initiative that you led as evidence of your excellence, think more broadly about the impact. For instance, your work might have reduced the attainment gap between ethnic minority and white students, successfully meeting institutional objectives.

    However, looking at the data in a different way you realise that the attainment of other student groups – ‘commuter students’ and those with a POLAR Quintile 1 classification – have benefitted from your work also. Your project has therefore demonstrated reach and impact beyond its original objectives, and this can be used to strengthen your claim for excellence.

    Quantify your claim

    Showing trends of improvement can be a powerful way of conveying what you have achieved. You might have reduced the number of academic misconduct cases, or increased the first-time pass rate for a course. Illustrating this over a period of several years can make your story come alive.

    You need qualitative evidence too

    A compelling narrative should include qualitative statements from those that you have inspired and who can endorse your work. Ex-students are a good source, as are external examiners, staff in other institutions, or those you might have line managed in the past.

    If someone who attended one of your workshops gives you positive feedback on the experience that you created for them, you should consider including this if it supports your claim.

    One initiative can contribute to several NTFS criteria

    Projects with significant impact generally mean that they have at least influenced an entire institution, or perhaps the higher education sector or beyond. Such projects generate evidence that can contribute to one or more of the NTFS criteria.

    For example, while you were leading a multi-disciplinary team to architect some new teaching spaces, which led to improved student outcomes, you might have decided to complete a training course to understand the strategic use of finance in universities.

    There is the potential here to provide evidence for both ‘individual excellence’ (Criterion 1) and ‘developing excellence’ (Criterion 3). The claim is meant to be a holistic reflection of your impact; we all have different ways of achieving this and our various activities are often intertwined with each other.

    Reflect on your contributions and select examples that illustrate how you are distinctive across one or more of the NTFS criteria.

    Four steps to success

    Writing a winning application does take time and commitment. Rather than using it as an opportunity to gain an award, you can take a process-centric approach. I was going to learn something from it, even if I didn’t succeed and become a National Teaching Fellow to start with.

    For me, there were four key steps that I would recommend you follow:

    Step 1 – Reflect and review

    Take a critical look at your work over the past five years. Look for outputs that you could report as part of your case. Can you view the data in a different way and explore other potential outcomes? Seek feedback from others and think about how this relates to the significance of your impact.

    Step 2 – Categorise your evidence

    Group your potential evidence using the NTFS criteria. Do you have any gaps in your story? Do you have qualitative, but relatively little quantitative evidence? Are the links between your evidence and impact a little tenuous?

    Now is the time to identify what evidence would support your case. You can either solicit more data to report, or better still, create a project that will continue your development of excellence. This time it should include the impact measures that you want to be able to report!

    Use the application process to plan work that is impact-focused from the beginning. This single shift in my outlook transformed the significance of my work within the HE sector, and enhanced my NTF claim at the same time.

    Step 3 – Write your draft

    I found this to be the most challenging step. You have to promote your achievements and report testimonials and endorsements without appearing to be a megalomaniac. Seek out support from existing NTFs, Teaching Fellows in your institution, and critical friends, and ask them to read your various drafts.

    This is where supportive colleagues can help you get the balance just right.

    Step 4 – Submit

    You’ll need some photos for publicity if your claim is successful, plus a case for support from your institution, usually from your relevant university executive staff such as the Pro Vice Chancellor for Learning and Teaching.

    Make use of other schemes

    During 2019 I submitted a case to become a Principal Fellow of the HEA (PFHEA) and this helped me a lot with Steps 1 and 2 above. I used different evidence for the NTFS application, but the procedure for gathering data, categorising it, identifying gaps and then specifying future development activities was crucial to its eventual success.

    For further details about the evidence collation process, I wrote an article about a Principal Fellow writing retreat that I attended, organised by AdvanceHE.

    Embrace the process

    And if it isn’t successful – don’t worry. Only 55 are awarded each year, and my first application didn’t make the grade. I received feedback from three reviewers, which I reflected upon and incorporated into a subsequent submission.

    One specific item I had to work on was an imbalance between quantitative and qualitative evidence. I made sure that I had an explicit feedback stage for a new project, and I solicited some new quotes which, added to the new evidence of improved student outcomes, led to a more rounded story overall.

    This is an example of how applying for the award can be used to drive your own development. The feedback I received prompted me to engage in another initiative that benefitted my institution, my students, and I gained more useful experience to boot.

    Take action

    So, start now by collating evidence from the excellent work that you do. By embarking upon an application you have already demonstrated your desire to achieve excellence.

    Good luck!