Category: Managing Research

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.
#22: 5 Ways That Teaching-Focused Academics Can Release Time To Create Research Outputs, Secure Funding And Improve The Student Experience
Teaching academics often struggle to balance their responsibilities for student learning with research activities.

With increasing pressure to produce research that leads to articles and successful funding applications, it’s essential to find a balance that allows you to excel in both areas.

It’s common to feel that it is ‘teaching versus research’ rather than ‘teaching and research’.

Achieving an effective balance is possible though.

Here are some tips on how you can balance your time to produce high quality research outputs and secure external funding, even with a substantial teaching workload.

1. Time Management

Effective time management is key to balancing teaching and research.

Academics often bemoan the fact that they don’t have significant blocks of time available to them to conduct research.

However, is this really true?

Streamline Administration

If you have a certain amount of time to complete the marking of student work (say three weeks), think about ways in which you can change the assessment so that it takes a lot less time.

If you can mark everything in one week, you have just released a significant block of time for research.

Find Time Throughout Your Day

Lots of time is lost through small delays or gaps between significant activities.

Let’s say that you have 15 minutes between the end of one meeting and the start of another. You might think that such a gap is not suitable for research related activity.

15 minutes could be enough time for you to proof-read a single paragraph of a research paper that you have been working on.

Cut some words. Make it snappier to read. Make progress.

This investment of 15 minutes that you have found during a busy day will help you move that article nearer to publication.

So just face the facts: your time is fragmented by teaching, student support and administration activities.

Use this ‘bitty’ time to perform research tasks that don’t require much effort to think.

Schedule And Plan

This means that you should:

– consciously schedule time for research;

– once you have scheduled time, proactively plan to use the time productively by assigning micro-activities that inch your research forward.

Manage Expectations

It’s also important to become more comfortable with managing expectations and saying “no”; responding to emails within 24 hours is perfectly acceptable when dealing with most enquiries.

Just make sure that having set this expectation, which gives you the space and flexibility to conclude the tasks you are already working on, you actually honour your commitment to respond within the 24 hour time frame.

You might need to work out your own system for reminding yourself that the email needs answering. Check your email client for features that can help you with this.

Be Realistic

It will take some time for you to settle into routines that make good use of your time. In the meantime don’t overstuff your calendar. You need time to unwind and to recuperate as well.

Start small and commit to a small change in how you approach your time management.

2. Collaboration

Collaboration with other researchers can be a powerful tool for teaching academics.

Seek out opportunities to collaborate with colleagues, both within and outside of your department. Collaborative projects can provide access to new resources, skills, and knowledge, as well as an opportunity to share the workload.

Get used to advertising your work at local research seminars, and attend the seminars that other academics present at.

Look for opportunities where you can help people who need your skills. This is a great way of establishing productive research partnerships that are mutually beneficial.

For instance, you might have expertise in research methods or article writing, and your collaborator might have particular skills and experience in experiments that you can benefit from.

And don’t forget to collaborate with students. The more that you include them in your research, the more that they can help you.

The ultimate way to do this is through Tip 3.

3. Align Your Research With Your Teaching

Linking your research and teaching activities provides substantial benefits for both you and your students.

Look for opportunities to incorporate your research into your teaching, such as using case studies or research findings in your sessions. This approach can help to streamline your workload while allowing you to develop both areas in tandem.

Students are generally inspired when they are working on the same research as their tutor. Use this scenario to drive forward the design of your teaching content and delivery.

This is achieved through curriculum development.

Use internal quality assurance processes to modify the curriculum to align with your research specialism. Think about approaches that can include students in your research, such as these 6 examples:
1. Assignments that enable students to develop vital research skills, using your research topics;
2. Writing research papers collaboratively with students;
3. Using poster sessions to have students working together to exchange ideas;
4. Teaching students how to write research outcomes with clarity and impact;
5. Having students review each others’ work and provide feedback for improvement;
6. Support students’ development by providing them with opportunities to design taught classes based on the research skills that they have learned.
There are countless opportunities to streamline your teaching workload while maximising the potential for improved student outcomes and high quality research outputs.

4. Use Technology

Technology can help to further streamline your research activities and save time.

Consider using tools such as reference management software, collaboration tools and writing aids. These tools can help to reduce the time required for research activities and improve the quality of your outputs.

Use these tools to help students understand academic integrity, so that they can utilise methods to conduct rigorous research without resorting to plagiarism.

Adopt tools that help you create your own workflow. Teach the tools to your students so that they can contribute and collaborate with you on your research activities, using cloud-based software.

You could develop your own approaches to streamlining literature reviews and the management of literature sources. You might build tools that help you conduct your experiments.

Show students how to use these tools to build a community that can support you with your research.

5. Seek Support

Finally, don’t be afraid to seek support when needed. This could include seeking advice from senior colleagues or utilising support services such as research development offices.

These resources can provide valuable guidance and support to help you balance your workload and produce quality research outputs.

Conclusion

Balancing teaching and research can be challenging and it does require a conscious effort to establish the routines necessary to be successful as an academic.

But with the right habits in place, teaching academics can produce high quality research outputs and secure external funding.
#21: How To Understand Your Motivations For Securing Research Funding
If you are ambitious and want to advance your career in academia, you’ll know that funding is essential for your work.

Many universities provide internal opportunities to apply for funding. These are a good way to get some money to spend on equipment or other resources that you can use to accelerate your research.

Prominent researchers usually have a track-record of securing external funding – money from research councils, government, charities, private industry or professional trade associations, for example. Acquiring external funds is more competitive and it requires more skill, experience and know-how to stand a chance of winning.

But there is much more fundamental question that you should be able to answer before you apply for any funding.

What do I want to achieve with funding?

It might seem like a question that is too simplistic. But external funding comes in different forms, and this can direct your research in different ways.

I’m An Early Career Researcher (ECR)

Let’s say that you are at the beginning of your career.

You might be labelled as an Early Career Researcher (ECR).

You have performed some research and established your areas of personal interest. Your resources to help you with your research are limited to the undergraduate/graduate students that you teach, and if you are lucky, the occasional self-funded PhD student.

You might have some contacts outside of academia, but your network is generally limited at this point.

In most cases, you have two main objectives.
- You need to establish a scholarly set of published outputs.
- You also need to have your work regarded as being ‘credible’ by securing funding.
To achieve these objectives you will have to a) develop your network of contacts, and b) acquire resources to develop your research.

Therefore, you need to seek out funding calls that either expose you to more people who can help you expand your network, or which enable you to buy resources to accelerate your research progress.

Funding calls that help with expanding your network could be secondments to industry for example.

Funding to buy resource means projects that require a PhD, Post Doctoral student or a Research Fellow to complete the work. For the duration of the project you shall then have an extra pair of hands to increase your research capacity, resulting in more outputs.

I’ve Got A Track Record Of Outputs, But Not Been Successful With Funding Yet

If you have been publishing for a few years and you have a track record of high quality publications, you probably have a network of contacts.

You might still want to expand that network, but you have established yourself as an academic.

In this case, the decision is perhaps more straightforward.

You are looking for resource as a priority.

And you now exactly what work you shall assign to this resource one you get the funding.

It might be that by establishing your track record of publications, you have some perceived credibility with industrial funders, particularly if you practice applied research.

Working with companies can be an effective way of securing government funds for economic regeneration (in the UK think Innovate UK or Knowledge Transfer Partnerships).

I’ve Had Some Funding Successes And I Want To Progress To The Next Level

If you’ve already won some money, then your research progress will have benefitted from the increased resource.

Moving your research onwards probably means that you want to increase the scale of your impact.

This suggests that your research proposals will involve many people, probably from a consortia of different institutions.

Or, you might want to propose the development of research infrastructure that can be shared by your research community.

In either case you need to have a good network of contacts.

A network of people that you have worked with, who you can trust to deliver.

If scaling up is your motivation, you should probably be looking for network or collaboration funding grants, that specifically target ambitious individuals that have the desire to build research communities.

There is perhaps one final motivation that might influence how you secure external funding.

Follow The Money

Some academics take a business-like approach to funding.

They treat the funding application process as a game to be mastered and they become adept at writing proposals that are successful.

This can be an effective strategy for a number of reasons.
1. You understand the anatomy of a proposal and produce the most effective presentation of your research idea.
2. You are not at the mercy of funders, waiting for a call that addresses your specific area of research expertise.
3. You become adept at forming research collaborations as you don’t always have the expertise for every funding call.
4. You can establish your ‘worth’ to a university quite quickly. Institutions are often motivated to retain the academic staff who can solicit funds consistently.
Like any good strategy, there are some potential pitfalls.
1. Your desire for fund accumulation may lead you away from engaging with the research itself.
2. Your funding track record is likely to have less focus and your expertise may become an ability to write excellent funding proposals.
3. If you seek peer-recognition, you may find it more challenging to evidence your expertise in one particular area. Excellent scholarship requires focus and consistency over an extended period of time.
Funding acquisition can be the foundation of a successful and rewarding research career.

It’s important to understand your motivations for funding, as these can shape what grants you pursue.

If you need resource, don’t chase industrial secondments.

If you want to build a network, look out for networking calls.

If your motivation is to become a funding rock star, then you’ll probably be following the money already.

And if you are at the beginning of your career, everything seems possible. Seek advice from more experienced colleagues, as there may be specific characteristics in your research communities that help shape your thinking.

But if in doubt, it’s usually a good idea to get funding for more resource!
#19: 4 Mistakes First-Time Managers Make When Managing Staff Performance

Performance management in professional working environments is essential.

Organisations like universities need staff to collaborate and to continuously improve. Professional staff like academics, professors and researchers often exercise a lot of control over how they do their work.

Such staff can be challenging to manage, particularly if they are performing at less than their potential.

When it comes to performance management in higher education, there are four mistakes that are often made by first-time university managers.

1. You think performance management is negative

There is often a lack of clarity around what exactly performance management entails.

Some may view it as a way to measure and evaluate the effectiveness of individual educators, while others may see it as a means of assessing overall institutional performance.

Solution: communicate more openly about performance management; celebrate the success of those whose achievements have come about through performance management. Be open and generous with praise. Catch them doing something good!

2. Your measures are ambiguous

Performance metrics can be difficult to define and measure in higher education.

For example, how do you measure the success of a professor or department? Is it based solely on student evaluations, or should research output and grant funding also be taken into account? These questions can be difficult to answer, and there is often disagreement among stakeholders about which metrics are most important.

Solution: think carefully about the measures you use and make them SMART. Invest time in working with individuals and groups, discussing how you can agree a meaningful set of measures that will help staff achieve their best.

3. You create competition

It creates a competitive culture that can be detrimental to collaboration and innovation.

When individuals or departments are pitted against each other in a race to meet performance targets, they may be less likely to share information or work together on projects. This can stifle creativity and hinder progress in the field.

Solution: Use your time with staff to translate shared organisational objectives into goals that encourage collective contributions. To be effective you need to reward collaboration through your actions. Be generous with your praise!

4. You hold individuals to account

When performance management is used to evaluate professional staff it can lead to a focus on individual achievement rather than the success of the institution as a whole.

This can create a sense of isolation and individualism, which can be counterproductive in an academic environment; collaboration and teamwork are key.

Solution: adopt a coaching approach to management. Give continuous feedback and try and catch people doing good things. Place less emphasis on the annual appraisal and foster relationships where the monitoring of performance is ‘light-touch’ but continuous.

Conclusion

Overall, performance management in higher education is a complex issue that requires careful consideration and thoughtful implementation.

By focusing on clear, measurable metrics, fostering collaboration and innovation, promoting a sense of collective accountability, and adopting a coaching mindset, we can create a working environment that supports both individual success and institutional excellence.
#18: How To Manage Research Staff Who Resist Supporting Students

Managing a researcher who is resistant to teaching or supporting university students can be a delicate situation for any academic manager.

While the primary responsibility of a researcher is to conduct high-quality research, universities are also expected to provide students with high-quality education and support.

So, how can we manage researchers who do not want to engage in teaching or student support?

1. Clarify expectations

The first step in managing such a situation is to clarify expectations.

Managers should communicate clearly with researchers about their role and responsibilities. This includes any teaching or student support duties required of them.

It’s important to communicate the consequences of not meeting these expectations to ensure that researchers understand the gravity of the situation.

I’ve faced this situation many times as a manager. It’s particularly challenging in teaching-intensive environments, where the expectations for student satisfaction are high, yet there is an impetus to improve research quality.

The modern reality is that universities have to aim to excel at research and teaching. And so as managers, we need to facilitate this.

What is difficult is that research performance is relatively straightforward to define as there are tangibles to use as evidence – volume and quality of scholarly outputs, amount of external funding won, etc.

However, teaching performance is more nebulous to define unless it is going well!

Student satisfaction is not always reported in a way that represents the learning experience. Students have external pressures that cause them not to attend, so it isn’t always the case that a tutor’s delivery lacks engagement.

And this is where a conversation around expectations is helpful. Have a chat about ensuring that staff always turn up on time and they produce timely feedback. Remind a colleague that they should clarify and manage the expectations of their students, to minimise future confusion and disappointment.

And reassure staff that if they do the basics correctly, it is highly likely that the learning experience shall be good.

2. Offer incentives

Managers might also consider offering incentives to encourage researchers to engage in teaching or student support.

Additional resources for research projects may encourage researchers to take on additional responsibilities. Universities can also provide training to help researchers develop the skills needed to engage with students.

For example, workshops, mentoring or coaching can help researchers develop their teaching skills.

After you have had your initial conversations with staff from step 1, you might have identified some areas of development for staff. Ensure that this development takes place and that you provide the support to follow-up with other needs that might come to light.

The more you support, the more staff will see opportunities to develop themselves, rather than worrying about how they can survive.

Happy staff, happy students.

3. Assign a mentor

Another way to manage researchers who are reluctant to teach or support students is by assigning them a mentor.

The mentor can guide the researcher through the teaching and mentoring process, provide support, and give advice on how to interact with students effectively.

Staff can present many barriers to engaging with students. Especially if they see it as a distraction from their core research activities.

Often it is a case of showing staff how they can include students in their research. This is the sort of experience that is not generally available in staff development courses.

It’s the experience that has been won by more experienced academic staff. those who have found their own ways of first coping, and then thriving in the academic environment.

Mentors deliver immeasurable value.

Find them and use them.

4. Be creative

It’s important to recognise that researchers have their strengths, and teaching or student support may not be one of them.

Therefore, managers could find other ways for researchers to contribute to the university’s goals. For example, researchers can collaborate with other faculty members, engage in community outreach programmes, or participate in university committees.

It could be that there is a situation where a member of staff could be actually contributing more value to the institution if they were doing some else other than teaching. They might be really good at one-off teaching events, like engaging with feeder institutions during the recruitment process.

They might excel representing their colleagues online on videos or podcasts. They might be excellent copywriters who can prolifically persuade through their writing.

A good proportion of management is about compromise.

But don’t let that stifle how creative you can be when re-positioning staff.

Summary

Managing researchers who are reluctant to teach or support students requires a thoughtful approach.

It’s essential to communicate expectations and consequences clearly, consider the use of incentives, provide training, assign a mentor, and recognise researchers’ strengths.

A constructive approach to the situation can help maintain a positive relationship between the researcher and their manager while still ensuring that students receive the support they need to achieve their academic goals.
#17: 12 Golden Rules For Managing Your Best Performance Review Yet

Performance review meetings with researchers are an essential part of effective performance management.

Traditional managers might place more emphasis on an annual performance review meeting (or ‘appraisal’) and this could be quite a formal affair. Alternatively, a manager who has adopted a coaching approach might have more frequent meetings with their staff about performance, which are often less formal.

Either way, it’s important to consider the following 12 rules for conducting an effective conversation about your researcher’s performance.

1. Be prepared

Gather information about the researcher’s work, including recent publications, funding applications and project outcomes.

2. Start with positive feedback

Begin the review by highlighting the researcher’s achievements and positive contributions to the university.

3. Be objective

Avoid biases and focus on objective data when evaluating the researcher’s performance. Try and avoid making comparisons with other staff, unless there are useful examples of career trajectories that can inform a conversation about personal development.

4. Provide clear expectations

Provide specific and measurable expectations for the researcher’s future work and how it aligns with the organisation’s goals. Be careful not to impose the university’s goals upon individual researchers. Work with individuals to find ways in which they can contribute to the institution’s mission.

5. Listen actively

Allow the researcher to share their perspective on their performance, and ask open-ended questions to encourage dialogue.

Less of “have you submitted your grant application yet?” and more “tell me more about what grant applications you have been working on this year”.

6. Identify areas for improvement

Discuss any areas where the researcher’s performance could be developed and improved, and provide specific feedback on how to make progress.

7. Offer support

Provide resources, tools, coaching and/or mentoring to support the researcher’s development and success.

8. Avoid surprises

Discuss any significant changes in the researcher’s role or responsibilities before the review meeting to avoid surprises. Similarly, don’t raise issues of poor performance without discussing them beforehand, outside of the review meeting.

9. Be fair and consistent

Apply the same review criteria and standards to all researchers to ensure fairness and consistency. This doesn’t mean that individual researchers cannot receive different levels of support, but you should be working to develop all staff to meet or exceed current standards.

10. Establish accountability

Set timelines and expectations for improvement, and follow up to ensure that goals are met. SMART objectives help here.

11. Be respectful

Conduct the review in a respectful and professional manner, avoiding criticism or personal attacks.

12. Document the review

Keep written records of the review meeting, including feedback, action plans, and goals, and be sure to share this information with the individual.

This documentation can help track progress and support future reviews. In cases where an individual’s performance becomes an issue, your documentation will help support processes for specifically managing under-performance.
#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

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

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

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.
10 Reasons Why Academics Feel That Writing Successful Funding Applications Is Impossible (And 10 Actions To Solve The Problem)

Research growth is accelerated by acquiring external funding. Both research quality and volume increases as the additional income can fund specialist equipment and staffing to build greater research capability and capacity.

However, not every academic exploits the opportunities afforded by external funding.

Here are ten reasons why academics don’t write funding applications:

Reason 1. Time Constraints

Writing a funding application requires a significant amount of time and effort, which can be challenging for academics who have a heavy teaching and administration workload.

They may find it difficult to commit the necessary time to prepare a high-quality application.

Action: Encourage staff to align their research and teaching interests, changing the curriculum to become research-led. This will save time for the academic and also improve the student experience.

Also, run workshops to show academics how to manage their time in such a way that they can make better use of the resources they already have access to.

Reason 2. Lack Of Confidence

Writing a funding application requires excellent writing skills and the ability to communicate research ideas effectively.

Academics who lack confidence in their writing abilities may struggle to produce a strong application, leading them to give up.

Alternatively, some academics may feel that their research ideas are not innovative enough to be competitive in the funding process.

Action: Raise awareness of existing research and ask previous applicants to share their research proposal documentation.

Consider the targeted use of external coaches to help academics overcome self-limiting beliefs.

Alternatively, develop an environment where managers adopt a coaching approach.

Reason 3. Insufficient Research Background

Some funding opportunities require a track record of successful research, and academics who do not have sufficient experience in their field may feel discouraged from applying.

Action: Support senior academics to collaborate on research proposals with junior academics to help build experience and evidence of funded research.

Also, encourage staff to apply for smaller research projects where they can demonstrate that they can manage the whole research life-cycle. This can increase the confidence of funding assessment panels in the future.

Reason 4. Difficulty Developing A Research Question

The application process often requires a clear research question, and academics who struggle to develop one may give up.

Action: Consider improving internal research supervision training for academic staff and provide incentives for academics to supervise PhD students.

Reason 5. Difficulty Finding Partners

Some funding opportunities require collaboration with other researchers or institutions.

Academics who struggle to find suitable partners may give up on the application.

Action: Provide financial support for academic staff to attend conferences and network.

Reason 6. Overwhelming Application Requirements

Some funding applications require a significant amount of information and documentation, and academics who find the requirements overwhelming may give up.

Action: Provide access to previous funding applications and develop ‘research buddying’ with more experienced staff.

Reason 7. Fear Of Rejection

Applying for funding can be a competitive process, and there’s always a risk of rejection.

Some academics may fear rejection and feel discouraged before even starting the application process, leading them to give up.

Action: Support staff to apply for small amounts of funding such as travel grants or regional development funding.

Reason 8. Perceived Bias

Some academics may feel that the funding process is biased towards certain research areas or institutions, leading them to believe that their application will not be successful.

Action: Support any academic who makes a funding application, and make that support visible to other academics in the organisation.

Reason 9. Lack Of Familiarity With Funding Opportunities

There are many funding opportunities available, and it can be challenging for academics to stay up-to-date with them all.

Academics who are not aware of relevant funding opportunities or have difficulty finding the information they need to complete the application may give up.

Action: Subscribe to services that collate opportunities from different funding sources. Create a practice whereby academics share news of funding calls.

Reason 10. Lack Of Support

Some academics may not receive enough support from their institution or colleagues to help them with the application process, leading them to give up.

Action: Identify services that can assist academics submit funding applications, such as costing, project management and reporting requirements. Create an environment that enables academic staff to concentrate on their academic contribution.
8 Steps To A Compelling Research Impact Statement

Being able to communicate the impact of your research is an essential part of a UK research council funding proposals.

Get this right and you will significantly increase your chances of success.

1. Identify The Main Research Question

Start by identifying the main research question of your project.

This will help you to focus on the potential impact of your research.

What are the potential outcomes of your research?

2. Define The Impact

Next, define the impact that your research is likely to have.

This should be based on the expected outcomes of your research and the potential benefits to society, the economy, or the environment.

How can the outcomes of your research contribute to societal needs?

3. Identify Stakeholders

Consider who will be affected by your research, including the general public, policymakers, industry partners, or other researchers.

How have you included stakeholders in your project?

What can they contribute to the research?

4. Describe The Potential Impact

Describe the potential impact of your research in clear and concise language. Be specific and use quantitative data where possible to demonstrate the potential benefits.

Refer to your outcomes (Step 1), your defined impact (Step 2) and your stakeholders (Step 3).

Which aspects can you potentially measure using quantitative metrics?

5. Provide Indicators Of Evidence

Your research will generate evidence. How can you describe the pathways to research impact that your evidence will provide?

Examples of evidence that will support your claims include case studies, statistics, or testimonials from stakeholders.

6. Consider The Wider Context

Try and extend your thinking beyond the immediate outcomes of the research.

How can your work impact related fields or contexts, or better still, go beyond the area of focus?

7. Highlight Novelty

Highlight the novelty of your research, and how it could lead to new discoveries, techniques, or products.

What is distinct about your potential contribution?

8. Review And Revise

Finally, review and revise your impact statement to ensure that it is clear, concise, and convincing. Clearly communicating your impact is vital if you are to differentiate your proposal from all of the others.

It helps to get input from colleagues while you are drafting it, to ensure that it reads well.
10 Practical Examples Of Research Impact On Society

Research has the potential to make a significant impact on society in a wide range of areas.

Thinking about how your research can make impact will help you write stronger funding proposals.

There are scores of ways in which research impact can make society better. Here are just ten practical examples:

1. Improved healthcare

Research can lead to the development of new treatments, cures, and diagnostic tools that improve health outcomes for individuals and populations.

2. Increased agricultural productivity

Research can lead to the development of new crop varieties, better fertilisers, and more efficient farming techniques that increase agricultural productivity and food security.

3. Better education

Research can improve teaching methods, curriculum development, and learning outcomes in educational institutions, which can have a positive impact on individuals and society as a whole.

4. Enhanced energy efficiency

Research can lead to the development of new energy-efficient technologies that reduce energy consumption, lower greenhouse gas emissions, and improve sustainability.

5. Safer transportation

Research can lead to the development of new transportation technologies and infrastructure that enhance safety, reduce congestion, and improve efficiency.

6. Increased economic competitiveness

Research can help businesses and industries to become more competitive by developing new products, processes, and technologies that improve efficiency, productivity, and profitability.

7. Improved environmental management

Research can lead to the development of new technologies and policies that promote sustainable environmental management and protect biodiversity.

8. Enhanced public safety

Research can lead to the development of new crime prevention technologies and policies that enhance public safety and reduce crime rates.

9. Better disaster response

Research can lead to the development of new technologies and methods that improve disaster response, recovery, and mitigation.

10. Enhanced social welfare

Research can lead to the development of new policies, programs, and interventions that improve social welfare, reduce inequality, and promote social justice.
Writing Better Research Impact Statements
Most funding councils have a remit to ensure that their money is spent on research that makes a difference; ideally:

“A change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life”

This benefit is referred to as research impact which can be both tangible and intangible, and it can be felt at local, national, or global levels.

Research impact can take many different forms, such as:
- Improving health outcomes by developing new treatments or vaccines
- Enhancing education by developing new teaching methods or learning technologies
- Supporting economic growth by developing new products, services, or technologies
- Promoting environmental sustainability by developing new policies or technologies that reduce pollution or carbon emissions
- Supporting social justice by developing new policies or programmes that address inequality or discrimination
Measuring Research Impact

The impact of research can be measured in a variety of ways, such as through the number of publications, citations, or patents, as well as through more qualitative measures such as case studies, testimonials, or social media engagement.

The impact of research can also be evaluated through various metrics, such as the Research Excellence Framework (REF) in the UK, which assesses the impact of research across different disciplines.

The importance of research impact lies in its potential to improve human well-being and address pressing societal challenges. By generating new knowledge, insights, and technologies, research can help to address complex problems and create new opportunities for growth and development. The impact of research can also enhance public trust in science and increase the visibility and relevance of research to society.

It’s wise to think about how your research proposal can make impact.

Think laterally and look for all of the possible contributions your work could make.

Collaboration

One of the key drivers of research impact is engagement and collaboration with stakeholders, such as industry partners, policymakers, or community groups.

By involving stakeholders in the research process, researchers can ensure that their work is relevant, timely, and responsive to real-world needs and challenges. Collaboration with stakeholders can also enhance the dissemination and uptake of research findings, as well as facilitate the translation of research into practice or policy.

Time spent planning which stakeholders will participate in your research, including the dissemination stage, can be useful when writing your research proposal.

You will need to convince the funders that you are maximising the possibilities of significant and lasting impact through your research.

Research Quality

Another important factor in research impact is the quality and rigour of the research itself.

High-quality research that is conducted using robust methods, rigorous analysis, and ethical principles is more likely to have a lasting and significant impact on society. Research that is transparent, reproducible, and open to scrutiny can also enhance the credibility and trustworthiness of research findings.

Look out for publication venues that proactively make research findings and data public, so that your work can be scrutinised by others.

Pay attention to communities that have a track-record of advocating rigorous research methods.

Creating Conditions For Impact

The impact of research can also be influenced by factors such as funding, infrastructure, and policy frameworks.

Adequate funding and resources can enable researchers to conduct high-quality research and engage in meaningful collaboration with stakeholders. Robust infrastructure, such as research facilities or data repositories, can also facilitate the conduct and dissemination of research. Policy frameworks that support research, such as intellectual property laws or open access mandates, can also enhance the impact and relevance of research.

Influencing policy is one of the most powerful impacts that research can make.

How can your work contribute to policy change?

Conclusion

In conclusion, research impact refers to the influence that research has on society, the economy, the environment, or other aspects of human well-being.

The impact of research can be both tangible and intangible, and it can be felt at local, national, or global levels. The importance of research impact lies in its potential to improve human well-being and address pressing societal challenges. The impact of research can be enhanced through engagement and collaboration with stakeholders, high-quality research, and supportive policy frameworks.

By prioritising research impact, we can ensure that research remains relevant, responsive, and valuable to society.
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
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.
10 Proven Steps To Smash Research Income Targets As A Junior Academic
Securing funding from external agencies such as the Engineering and Physical Sciences Research Council (EPSRC) is a critical step in the career progression of junior academics in the UK.

The EPSRC is the largest funder of research and training in engineering and physical sciences, and its funding can provide early-career researchers (ECR) with the necessary resources to build their research portfolios and establish themselves as independent researchers.

However, soliciting funding from the EPSRC can be a challenging process, particularly for junior academics who will have limited experience in writing research proposals.

Stories of constant rejections from funders, alongside a busy ‘day-job’ of teaching and administration, can make the prospect of achieving external grant income quite daunting.

What follows is a 10-step strategy for Early Career Researchers that will help you stack the odds in your favour for successfully acquiring research council finding.

Step 1. Start early

You should start thinking about your research proposal and funding application as early as possible in your career.

Early career fellowships and grants are available from the EPSRC and other funding bodies, which provide you with the necessary resources and time to develop your research ideas, establishing you as an independent researcher.

Step 2. Identify the right call

The EPSRC runs a variety of funding schemes, each with its own priorities and requirements.

You should identify the most suitable funding scheme for your research idea by checking the EPSRC website for current funding calls and reading the guidance notes carefully.

Step 3. Develop a strong research idea

A strong research idea is essential to securing funding from EPSRC.

Your research idea must be:
- clear
- concise
- compelling
And it should outline the research objectives, methodology and potential impact. The research idea should also demonstrate how the research aligns with EPSRC’s priorities and addresses societal challenges.

Step 4. Engage with the EPSRC

It’s vital that you engage with the EPSRC throughout the application process.

You can attend EPSRC events and workshops to learn more about the funding process and the priorities of the council. You can also contact EPSRC staff for advice and feedback on your research proposal.

Step 5. Build a strong research team

A strong research team can increase the chances of securing funding from EPSRC.

Networking is key and you should collaborate with researchers from other institutions or disciplines to add value to their research. You should also consider involving industry partners or end-users to demonstrate the potential impact of your research.

Step 6. Develop a clear pathway to impact

Communicating the usefulness to society is an important part of a good research proposal.

You should provide a clear pathway to impact and explain how your research will create economic, social, or environmental impact. You should also consider the potential risks and barriers to impact and develop strategies to overcome them.

Step 7. Provide evidence of track record and potential

You will need to provide evidence of your research track record and potential as an independent researcher.

This could include publications, conference presentations, and any other relevant research outputs. Don’t forget to highlight any relevant training or professional development you have undertaken.

Step 8. Seek feedback

You should seek feedback on their research proposal from colleagues and mentors.

Speak to other researchers who have already been successful in soliciting funding. Listen to their accounts and learn from their mistakes. You can also contact EPSRC staff for advice and feedback on their research proposal.

Step 9. Write a clear and concise proposal

All the work up to this point will prepare you to write a clear and concise research proposal.

Try and read other proposals produced by those in your network. You should also ensure that the your proposal meets the eligibility criteria and formatting requirements of the funding scheme.

Step 10. Adhere to EPSRC principles

EPSRC has a set of principles that researchers should adhere to when conducting research, including open access to research data, research integrity, and responsible innovation.

You must demonstrate your commitment to these principles in your research proposal.

In conclusion, securing funding from the EPSRC can be a challenging process, but by following this 10 step strategy, you can significantly increase your chances of success.

Starting early, developing a strong research idea, building a strong research team, and engaging with EPSRC can all help you to secure the funding you need to establish yourself as an independent researcher.
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.
8 Shrewd Tips For Research Managers With Under-Performing Staff

In universities, research is one of the primary areas of focus.

Therefore, an under-performing researcher can cause a significant impact on the university’s reputation, funding, and research output. Successfully managing an under-performing researcher is critical, and it requires a strategic and objective approach that considers the interests of the researcher and the university.

The following 8 tips can help university managers successfully transform an under-performing university researcher.

Tip 1. Identify the cause of under-performance

Before taking any action, it is essential to understand the underlying cause of the researcher’s under-performance.

This process requires objectivity, sensitivity, and professionalism. The reasons for under-performance may vary from personal issues, lack of resources or support, health problems, or lack of motivation. Therefore, research managers must undertake a holistic approach that involves consultations with the researcher, colleagues and department heads.

Tip 2. Establish open communication channels

It is important to establish open communication with the under-performing university researcher.

This will provide the opportunity to discuss the issues that are causing the under-performance. It is important to have an open and honest conversation to identify the underlying reasons for the under-performance. This will help the manager to develop a plan to address the issues.

Tip 3. Set clear expectations

Setting clear expectations is crucial for managing an under-performing university researcher.

Expectations should be clear, specific, measurable, and achievable. It is good practice to set SMART objectives. The expectations should be developed collaboratively between the administrator and the researcher.

The researcher should be aware of what is expected of them and the timeline for achieving these expectations.

Tip 4. Provide additional support

Providing additional support can help the under-performing university researcher to improve their performance.

The manager can provide access to resources such as training, mentorship, and funding. This can help the researcher to develop new skills and knowledge, which can help to transform their research output.

Tip 5. Develop a performance improvement plan

A performance improvement plan (PIP) is a document that is developed to help the under-performing university researcher to restore their performance.

The PIP should be developed collaboratively between the administrator and the researcher and make use of the SMART objectives developed earlier. The plan should also have a review and monitoring mechanism to track progress and adjust goals accordingly.

Tip 6. Consider disciplinary action

If all other options have been exhausted, disciplinary action may be necessary.

The disciplinary action should be consistent with the university’s policies and procedures and be proportionate to the severity of the under-performance.

It is advisable to ensure that all of the proceeding stages have been completed in a comprehensive way before embarking upon disciplinary action. You may need to consult with your Human Resources department for advice.

Tip 7. Create a supportive work environment

Creating a supportive work environment is important for managing an under-performing university researcher.

As a manager you should strive to provide a work environment that is conducive to research, collaboration, and innovation. This includes access to funding, equipment, personnel, and support services such as libraries, IT services, and administrative services.

You should also recognise and reward excellence in research, teaching, and service through regular positive feedback, public praise (where appropriate) and support for opportunities for the individual to continue with their development, such as secondments for example.

Tip 8. Documentation and accountability

Managers must maintain proper documentation of the researcher’s progress, performance, and achievements.

The documentation should be objective, factual, and based on evidence, and it should also be transparent, accessible, and consistent with the university’s policies and procedures.

The researcher should be held accountable for any objectives that they agree with their manager.

Summary

In summary, managing an under-performing university researcher can be a challenging task. First, it is important to identify the underlying reasons for the under-performance as this will help the manager to work with an individual to develop a plan to address performance issues successfully.

Research managers should provide the necessary support to the under-performing university researcher to help them improve their performance.

It is essential that research managers establish clear expectations and develop a performance improvement plan to track progress.

In some cases, disciplinary action may be necessary, but this should be a last resort.

Creating a supportive work environment can also help to prevent under-performance and promote productivity.

By following these tips, research managers can effectively manage under-performing university researchers and improve institutional reputation, funding, and research outputs.
5 Reasons Why Research Managers Experience Superior Results Through Coaching

Research managers who adopt a coaching approach drive innovation and excellence in academic research.

Coaching research staff in higher education can have numerous benefits for both the individual researchers and the institution as a whole. These benefits support individual researchers to become the best versions of themselves. And good individuals who work together become great teams.

Here are five reasons to adopt a coaching mindset when managing research staff.

Reason 1. Enhancing staff skills and knowledge

Coaching can help research staff to develop and enhance their skills and knowledge.

By working with a manager who coaches, researchers can identify areas where they need to improve and receive guidance on how to develop their skills and knowledge in those areas. This helps ensure that researchers are equipped with the skills and knowledge necessary to conduct high-quality research and can contribute to the wider academic community through high quality publications and increased acquisition of external funding.

Reason 2. Proactively supporting career development

Coaching can help to support researchers in their career development.

A manager who coaches can help researchers to identify their career goals and co-create a plan with them. This can include identifying opportunities for further training and development, as well as networking and collaborating with other researchers in the field.

Networking is one of the most fundamental tools for a successful research career.

Reason 3. Improving research outcomes and performance

Coaching can help to improve research outcomes.

By working with a manager who coaches, researchers can gain new perspectives and approaches to their work. This can help them to identify new research questions and develop innovative methods for addressing them. Additionally, coaching can help researchers to identify and overcome obstacles that may be hindering their research progress.

Reason 4. Fostering teamwork and collaboration

Coaching can help to enhance collaboration and teamwork amongst research staff.

By working with a manager who coaches, researchers can develop their communication and interpersonal skills, which can help them to work more effectively with others in their research team. This can lead to improved collaboration, greater innovation, and ultimately more impactful research outcomes.

Reason 5. Enabling cultures of continuous improvement

Coaching can help to promote a culture of continuous learning and improvement within the organisation.

By investing in coaching approaches for research staff, institutions demonstrate their commitment to supporting the ongoing professional development of their employees. This can help to create a culture of continuous learning and improvement, where research staff are encouraged to seek out new knowledge and skills and apply them to their work.

Coaching also builds research leadership capacity – researchers who experience the benefits of a coaching manager start to coach junior researchers to achieve further success.

Conclusion

In conclusion, coaching research staff in higher education can have numerous benefits for both the individual researchers and the institution as a whole. By supporting the ongoing professional development of research staff, institutions can promote innovation, collaboration and excellence in academic research.

Category: Managing Research

1. Managing Your Research Projects

2. Enhancing Your Collaborative Work

3. Streamlining Your Teaching and Curriculum Development

4. Managing Administrative Responsibilities

5. Planning Your Academic Career

6. Preparing for Industry Collaborations

7. Building Your Long-Term Research Agendas

8. Developing Transferable Skills

Do I Really Need to Bother with This?

Conclusion

1. Time Management

Streamline Administration

Find Time Throughout Your Day

Schedule And Plan

Manage Expectations

Be Realistic

2. Collaboration

The ultimate way to do this is through Tip 3.

3. Align Your Research With Your Teaching

4. Use Technology

5. Seek Support

Conclusion

I’m An Early Career Researcher (ECR)

I’ve Got A Track Record Of Outputs, But Not Been Successful With Funding Yet

I’ve Had Some Funding Successes And I Want To Progress To The Next Level

Follow The Money

1. You think performance management is negative

Solution: communicate more openly about performance management; celebrate the success of those whose achievements have come about through performance management. Be open and generous with praise. Catch them doing something good!

2. Your measures are ambiguous

Solution: think carefully about the measures you use and make them SMART. Invest time in working with individuals and groups, discussing how you can agree a meaningful set of measures that will help staff achieve their best.

3. You create competition

Solution: Use your time with staff to translate shared organisational objectives into goals that encourage collective contributions. To be effective you need to reward collaboration through your actions. Be generous with your praise!

4. You hold individuals to account

Solution: adopt a coaching approach to management. Give continuous feedback and try and catch people doing good things. Place less emphasis on the annual appraisal and foster relationships where the monitoring of performance is ‘light-touch’ but continuous.

Conclusion

1. Clarify expectations

2. Offer incentives

3. Assign a mentor

4. Be creative

Summary

1. Be prepared

2. Start with positive feedback

3. Be objective

4. Provide clear expectations

5. Listen actively

6. Identify areas for improvement

7. Offer support

8. Avoid surprises

9. Be fair and consistent

10. Establish accountability

11. Be respectful

12. Document the review

1. Fear Of Confrontation

2. Fear Of Resistance To Change

3. Fear Of Inadequate Resources

4. Fear of Failure

Allocation Of Resources

Lack Of Strategic Planning

Inadequate Training And Support

Overemphasis On Quantity Over Quality

Insufficient Collaboration And Interdisciplinary Engagement

Step 1. Leadership Support

Step 2. Research Strategy

Step 3. Research Support Infrastructure

Step 4. Funding Opportunities

Step 5. Collaboration and Networking

Step 6. Mentoring and Professional Development

Step 7. Recognition and Rewards

Step 8. Research-Teaching Nexus

Step 9. Communication and Dissemination

Step 10. Evaluation and Feedback

1. Establish Clear Criteria For Recognition

2. Provide Public Acknowledgment

3. Offer Financial Support

4. Support Professional Development Opportunities

5. Foster A Culture Of Gratitude And Peer Recognition

Reason 1. Time Constraints

Action: Encourage staff to align their research and teaching interests, changing the curriculum to become research-led. This will save time for the academic and also improve the student experience.

Also, run workshops to show academics how to manage their time in such a way that they can make better use of the resources they already have access to.