A new report commissioned by the White Rose University Consortium has highlighted the unique professional development needs of established researchers – academics who have achieved research independence but continue to navigate demanding workloads, changing responsibilities and ongoing career transitions.

The project, delivered in collaboration with the Established Researcher Forum at Sheffield, brought together perspectives from researchers across the Universities of Leeds, Sheffield and York. Through interviews, focus groups and a review of current provision, the work explored how best to support colleagues at this important career stage.

Established researchers often occupy what the report describes as a “squeezed middle” position. While early career researchers and senior leaders may have clearly signposted development pathways, many established researchers are managing substantial research programmes, supervising teams, teaching, contributing to institutional life and leading external collaborations – often without tailored development support.The project identified eight interconnected development themes. Among these, three priorities for new resources emerged:

1. Strategic career development – including skills analysis, promotion, career positioning and strategic planning, decision-making frameworks
2. Research leadership – including long-term research vision, funding strategy, team management, and professional relationships and networks
3. Workload management and personal effectiveness – including prioritisation and time management, annual planning and review, personal and team wellbeing.

The report emphasises that established researchers already bring deep expertise and leadership to their fields. Rather than generic training, they benefit most from flexible, self-directed resources that respect this experience and recognise the realities of academic life. This might include advanced strategic planning tools, peer-learning networks, case studies, short-form media resources, and content designed to be accessed around busy schedules.

The upcoming phase will now focus on co-designing and testing practical learning resources that can be accessed across the three universities. These will support colleagues in shaping sustainable research careers, strengthening their leadership, and continuing to make impactful contributions across academic and wider sectors.

Head of the White Rose University Consortium, Karen Hinxman, shared that:

“This work shines a light on a group of colleagues who make an enormous contribution to research and to our universities, yet whose development needs are often overlooked. We are committed to supporting established researchers so they can continue to thrive, lead, and make the discoveries and advances that shape our world.”

Karen, and the project team who carried out this work, will be sharing more about this research and its outcomes at the Researcher Education and Development Scholarship (REDS) Conference in January 2026. Registration is open for this free conference which focuses supporting scholarly work related to the development of research and researchers.