Many established researchers make important contributions that extend far beyond publications, grants and formal leadership roles. They mentor colleagues, shape ideas, influence practice, support institutions, build relationships, contribute to disciplinary communities and help others thrive. Yet these forms of contribution can sometimes feel difficult to recognise, articulate or value, particularly when academic success is defined narrowly. This discussion guide explores how we recognise the many ways researchers contribute throughout their careers, how our roles evolve over time, and how we can communicate our value and influence more effectively. It is not about self-promotion. Rather, it is about developing a richer understanding of the contribution you make and ensuring that important work does not remain invisible. You may also wish to look at the peer discussion guides for the ‘Boundary Spanner’ persona, which which explore recognition, visibility and influence in relation to externally-facing work, stakeholder engagement and knowledge exchange activities. This guide is designed for peer-facilitated discussion. There is no expert facilitator in the room. Everyone participates as an equal, taking shared responsibility for holding the structure, time, and quality of the conversation. Our Peer Discussion Guides Find out more about our Peer Discussion Guides and how you can use them …
Peer Discussion Guide: Protecting time for scholarship and writing
Many established researchers find that, as their careers progress, the activities that originally drew them into academia can become increasingly squeezed by leadership responsibilities, administration, teaching, meetings and service commitments. Yet reading, thinking, writing, developing ideas and making intellectual connections often remain some of the most meaningful and rewarding aspects of academic life. This discussion guide explores how we create the conditions for sustained scholarship. It is not about becoming busier or more efficient. Instead, it invites you to reflect on how you can protect space for deep thinking, meaningful writing and intellectual contribution, and reconnect with the aspects of academic work that matter most to you. You may also wish to look at the peer discussion guides for the ‘Juggler’ persona, which address related topics including managing competing demands and priorities, protecting time for important work, and maintaining focus and wellbeing in complex academic roles. This guide is designed for peer-facilitated discussion. There is no expert facilitator in the room. Everyone participates as an equal, taking shared responsibility for holding the structure, time, and quality of the conversation. Our Peer Discussion Guides Find out more about our Peer Discussion Guides and how you can use them to help you …
Stay Productive with Your Writing (Even When You’re Not “In the Mood”)
The Problem You block out time to write. By the end of the session: If you identify with this, then read on. This is a process problem, not a discipline or time management problem. Many researchers become frustrated because they judge their productivity solely by the amount of text they produce. In reality, progress often happens long before words appear on the page. The Shift: Stop Trying to Do or Be Everything at Once Writing is not one activity. It is a collection of different activities that require different intentions, mindsets, and ways of thinking. When we try to do them all simultaneously, they clash: We cannot do both at the same time. If we try, it creates friction, slows progress, and often leads to avoidance and lack of motivation. A useful way to remain productive, whatever mood you are in, is to separate the writing process into distinct stages and tackle them at different times of day, on different days, or even in different locations. One helpful framework is the POWER writing process outlined below. Throughout this explanation, we include some light-touch suggestions about how AI tools can support different stages of the writing process. These tools can help you …
Influencing effectively within higher education
A specific section of the Future Leaders Fellows Development Network’s Influencing Toolkit explores how influence operates within higher education and provides practical advice on influencing upwards, building credibility, understanding institutional priorities and communicating effectively with decision-makers. Many researchers assume that good ideas, strong evidence or valuable contributions will naturally be recognised. However, universities are complex organisations with multiple stakeholders, competing priorities and formal and informal decision-making processes. As a result, influence often depends not only on the quality of an idea, but also on how it is communicated, who is involved, and how well it aligns with institutional goals and priorities. The toolkit introduces practical approaches to understanding influence within academic environments, including stakeholder analysis, influencing strategies, communication approaches and common challenges associated with influencing without formal authority. For researchers who identify with the Independent Scholar Persona, this resource may be particularly useful when seeking promotion, raising the profile of their work, securing support for new ideas, or ensuring that valuable but less visible contributions are recognised and understood. For those who identify with the Boundary Spanner persona, it offers practical approaches to influencing across organisational and disciplinary boundaries, engaging stakeholders effectively, building partnerships and creating the conditions for research …
Creating space for scholarship: what writing retreats can teach us
Many established researchers, particularly those who identify with the ‘Independent Scholar’ persona, describe a common challenge: finding sufficient time and mental space for the activities that matter most to them. These two research studies explore the impact of academic writing retreats and the conditions that help academics engage in focused scholarly work. Together, they examine both the productivity benefits of writing retreats and their contribution to wellbeing, motivation and professional identity. While writing retreats are often associated with producing papers and grant applications, the research suggests that their value extends beyond outputs. Participants frequently report improved focus, renewed motivation, reduced feelings of isolation and a stronger connection to the aspects of academic work they find most meaningful. One of the key messages emerging from both studies is that the benefits arise not simply from writing more, but from creating conditions that are increasingly rare in academic life: uninterrupted time, clear focus, freedom from competing demands and opportunities to work alongside a supportive scholarly community. For ‘Independent Scholars’, these articles offers an opportunity to reflect on how much protected space currently exists for reading, writing, thinking and developing ideas, and what can be learned from retreat environments about creating more sustainable …
Recognising and valuing invisible contributions
This thought-provoking article Invisible Labour: Visible Activism (Montano, Toral & Percy) explores the concept of “invisible labour”: the often unseen work that supports students, colleagues, departments and institutions but may not always be formally recognised or rewarded. Examples might include mentoring, pastoral support, committee work, relationship-building, emotional labour, inclusion activities, helping colleagues navigate challenges or quietly ensuring that projects and teams continue to function effectively. While the article focuses particularly on the experiences of women in higher education, many of the themes will resonate more broadly across academia. Rather than offering practical solutions, the article provides a lens through which to think about contribution, recognition and value. It encourages readers to consider which activities are visible and rewarded, which remain largely unnoticed, and how this shapes both academic careers and institutional culture. For established researchers who identify with the ‘Independent Scholar’ persona, whose influence is often expressed through supporting others, intellectual leadership, collaboration and service, the article offers an opportunity to reflect on the breadth of their contribution and the many ways academic impact extends beyond publications and grants. Many academics instinctively focus on the outputs they produce while overlooking the support, leadership and care they provide to others. This …
Finding flow in your work
In this TED Talk Flow: The Secret to Happiness, professor of psychology and management Mihaly Csikszentmihalyi introduces the concept of “flow”: a state of deep concentration and immersion in an activity that is both challenging and meaningful. Many academics can recall moments when they became completely absorbed in reading, writing, analysing data, developing ideas or exploring complex problems. Yet as careers progress, these experiences can become harder to access due to competing demands, increasing responsibilities and fragmented working patterns. The talk explores the conditions that make flow more likely and explains why these experiences contribute to motivation, creativity, learning and wellbeing. It provides a useful perspective on why some activities leave us feeling energised and fulfilled while others can feel draining, even when they are important. For established researcher who find their attention and time pulled in different directions, this resource offers a reminder that activities such as thinking, writing, reading and intellectual exploration are not simply outputs to be measured, but an important part of what makes academic work meaningful and rewarding. Understanding what creates flow for you can help you make more intentional choices about how you spend your time and energy. As academic careers progress, it can …
Redefining academic success and recognising contribution
This article from the Higher Education Policy Institute (HEPI) challenges traditional definitions of academic success and argues that universities should recognise a broader range of contributions beyond publications and research income alone. Many established researchers make significant contributions through mentoring, leadership, knowledge exchange, interdisciplinary collaboration, public engagement, institutional service and supporting the development of others. However, these contributions can sometimes feel less visible than more traditional academic metrics. The article encourages readers to think critically about how success is defined and rewarded within higher education and to reflect on the many different ways academics contribute to their institutions, disciplines and wider society. For some established researchers, particularly in SHAPE disciplines, this resource may be particularly valuable because their contribution is often expressed through intellectual influence, mentoring, relationship-building and leadership rather than through managing large research groups or pursuing highly visible leadership positions. It offers a useful reminder that there is no single model of a successful academic career. Many academics spend years measuring themselves against a version of success that was designed for someone else’s career. Rather than asking “Am I succeeding?”, consider asking: “What contribution am I trying to make, and how well does my current work support that …
Protect time for deep work and scholarship
The short article Academic Deep Work Gets You Promoted from Academic Headspace explores the concept of “deep work”, drawing on the ideas of Cal Newport and applying them directly to academic careers. As academic careers progress, it can become increasingly difficult to find uninterrupted time for activities such as reading, writing, analysing, developing ideas and making intellectual connections. Meetings, administration, leadership responsibilities, teaching and email can fragment attention and make it harder to focus on the work that often contributes most to long-term academic impact. You may notice that many activities which are highly valued in academia require long periods of uninterrupted attention yet are often the first things squeezed out of busy schedules. The article argues that sustained periods of focused intellectual effort are not a luxury but a key contributor to scholarly productivity and career progression. It distinguishes between “deep work” and more reactive or administrative activities, and encourages academics to think carefully about how they protect time for activities that require concentration and creativity. For established researchers who tend to work independently and less in teams, this resource may be particularly valuable because many derive meaning, energy and impact from activities that require uninterrupted thinking time. It …
From Magic Circle solicitor to Professor: learning that “good enough” really is good enough
Contributor role: Professor Discipline: Law Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story I began my career training and working as a Solicitor in a Magic Circle law firm in London. During my training, I took a secondment that helped me realise that what I most enjoyed was legal research. I could see that as I became more senior in practice, I would do less of the work I loved because I would simply become too expensive for clients to use for detailed research. My role would have been to check what others had done. I tested the waters by teaching for the Open University while still in practice. I realised I loved both teaching and the sense that I was making a positive, direct difference to students. So I took what felt like a bold step and applied for a funded PhD. Many colleagues were bewildered that I would leave a lucrative and promising legal career to become a student again. But I wanted a career that felt intrinsically satisfying. My PhD was hard going. In my third year, I became …
Redefining progression: building influence and expertise as a long-term researcher outside traditional academic hierarchies
Contributor role: Research Fellow Discipline: Environmental Science / Chemistry Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story I gained my PhD in 2007 and have been employed as a postdoctoral researcher since then. While still precariously funded, I am no longer an early career researcher. Instead, I see myself as a “long-term researcher” — someone whose role now includes some responsibilities and activities more akin to those of an academic or mid-career researcher, even if the title does not formally reflect that. This was not an intentional career path. For several years I worked part-time (0.4 FTE) in research while pursuing a separate career. For a complex set of reasons, I eventually returned to research as my sole career and am now navigating a university system that, in my view, benefits greatly from experienced researchers like me but does not provide many formal routes for recognition or progression. Over time, I have found being a more senior researcher – working across multiple projects and taking on informal leadership responsibilities – more enjoyable and rewarding than my early postdoctoral years. It suits my …
Moving from the NHS into academia, building confidence, and learning that asking for help strengthens rather than weakens you
Saniya Rabbani Role: Lecturer and Talking Therapies Clinical Tutor Discipline: Psychology – Clinical and AppliedInstitution: University of Sheffield Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story I moved between sectors, from the NHS into academia. That transition required confidence and patience with myself. Looking back, I would tell myself to believe in my own abilities and reach. To grasp opportunities that are in alignment with myself, even if I feel hesitant about doing so. I would also say: don’t try to do everything alone. Consult friends, family or colleagues to talk about plans and thoughts if you’re feeling unsure. Be open, people are happy to help and support. I had doubts about performance and not being enough. I was keen to continue my independence within the workplace and to manage alone. In reality, the opposite has been true. Being open, honest and accepting my inner thoughts and feelings has been impactful. It allowed me to see that I was not alone and that others merging into academia experience similar doubts. It was all quite new to me. Opportunities can sometimes feel difficult to come across. However, many …
From big fish in a small pond to tiny fish in a vast one: recalibrating identity, patience and progression after moving institutions
Anonymous contributor Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story After my PhD, I worked for five years in a very small post-92 institution. One real advantage was that it was easy to take on responsibility and to engage with university leaders, right up to the Vice Chancellor. I sat on several university level committees and was vice chair of one; I was seen as a safe pair of hands, and colleagues often came to me with questions about assessment policies, ethics, REF processes and more. I usually had the answer at my fingertips. Over time, though, I felt I had outgrown the institution. I was looking for something with more hustle and bustle, having done all my own studies in the Russell Group. I moved to Sheffield and am now in my fourth year. I imagined that a Russell Group institution would solve the “problems” I had experienced in a small university. There would be more people, more training, more money and more student buzz. All of that was true! What I did not anticipate, however, was how hard it …
Building a 40 year academic career on my own terms, leading authentically, and redefining what progression looks like across institutions
Contributor role: Lecturer in Marketing (Teaching and Scholarship) and Chair of Marketing Dept Advisory Board Discipline: Marketing Institution: University of Leeds Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story I have been a lecturer for 40 years and have worked at various Business Schools in the UK. I began as a Lecturer in Business Policy at Plymouth on a three year contract before relocating north via Leeds Beckett, Manchester Metropolitan and eventually settling at Leeds in 2006. The northern universities have looked after me well, with permanent contracts and better terms for promotion. At Leeds Beckett, my strengths in marketing rather than business strategy were recognised and I was promoted to Senior Lecturer in Marketing. I led on various projects, from Dissertation Co ordinator to assessor for undergraduate European marketing students. A highlight was assessing my students in French at our partner institution in Caen. I also joined a team of psychologists as a Marketing Consultant to study consumer behaviour for a major UK retailer. At Manchester Metropolitan, I continued as Senior Lecturer and became Programme Lead for undergraduate Marketing and Brand Management …
Redefining success on my own terms, pushing back against imposed limits, and leading with passion rather than permission
Anonymous contributor Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story As a T&S member of staff at my institution, I found myself in a position where it was decided how my career would advance. The decision was made without my opinion and what was decided undermined my qualifications and experiences. From my point of view, there was clear prejudice but leaving my institution was not the answer (at this point I had encountered prejudice everywhere!). So I took myself out of this biased and condescending vision of my future that had been constructed for me and created my own. In pushing back against others’ views of you, there is a lot you need to keep in mind. Honesty is not always the best way forward, especially when EDI issues are involved. Instead, spend time learning from every injustice and pivoting from the lessons you identified. Doing this, I realised I needed to be connected to myself in a way that allowed me to work alone if I needed to and to be very picky about who I worked with – people …
Becoming a Head of School and a father on the same day: rethinking research, leadership and asking for help.
Hugo Dobson Role: Professor and Faculty Director of One University Strategy Delivery (Arts and Humanities) Discipline: International Relations and East Asian StudiesInstitution: University of Sheffield Please note: This story reflects the personal experience and perspective of its contributor. Academic careers vary widely, and others may experience different challenges and opportunities. Career Story I was interviewed for and offered the position of Head of School on the same day I found out I was going to become a dad. Either of these events would have required me to rethink my approach to research. Both at once made this rethink an absolute necessity. Looking back, I would tell myself: ask others for help, at work and at home, and do not suffer in silence. I assumed at one point that leadership roles are lonely. They can feel that way, but they do not have to be. One of the practical changes I made was to stop trying to do everything alone in my research. I actively decided to seek out co-authors and invest more in collaborative projects rather than working in isolation. I also became much more intentional about quality. Instead of trying to produce as much as possible, I focused on producing fewer, higher-quality outputs. …
Values based decision making and prioritising – can you identify and name your values?
A values-based approach to decision making can help you clarify what matters most to you. When you are clear on your values, it becomes easier and more purposeful to say yes, no, or not now. Decisions feel less reactive and more intentional. It can also increase motivation. When a task genuinely aligns with your values, you are more likely to engage with it fully and sustain your effort over time. The difficulty is that many of us struggle to articulate our values clearly. Day to day pressures can pull us away from them, and without that connection we may find ourselves committing to activities without a compelling reason for doing so. Think about the decisions you’ve had to make about your commitments over the past week: a request to join a committee or review a paper, an invitation to lead a work-package on a grant, to act as external examiner. What truly aligns with your values and the things you want to feel proud of in your career and life? Whilst some of these activities might be non-negotiable, others might be for another time or could be adapted slightly to ensure they allow you to really live your values. For …