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 contribution?” This subtle shift can help move the focus away from comparison and towards purpose, influence and impact.

Related resources:

• Influencing within Higher Education (FLF Development Network Influencing Toolkit)
• Map your contributions
• Recognise how your role has evolved over time
• Get to grips with promotions criteria, process and people
• Mapping contributions against institutional strategies
• Getting feedback from others and becoming more self-aware