An article published today in Wonkhe draws on White Rose research to explore how universities can evolve support and rethink how they develop and recognise established researchers.

The article shares findings from the White Rose Established Researchers project, which explored the experiences of researchers at the universities of Leeds, Sheffield, and York. 

Universities tend to focus their systematic academic development on researchers entering the profession and on selected colleagues preparing for senior leadership. The article asks what happens in the pivotal years between.

Responsibilities do not arrive one at a time

The research found that established researchers’ working lives vary widely. One might lead a laboratory of twenty people, while another works largely alone and exercises intellectual leadership through international networks. What connected them was how responsibilities accumulate and interact such as a grant decision, a teaching issue, and a question about promotion can all land in the same week.

Established researchers told the project team that they struggle to find development pitched at their level, particularly when their careers have not followed a typical path. They are often left to diagnose the problem themselves before deciding which institutional door to knock on.

Recognising whole careers

The article also considers promotion and recognition processes. It argues that researchers at similar grades may demonstrate leadership through very different work, and that institutions should examine what counts as evidence of success, and whether comparable contributions receive equitable consideration. It notes that this is becoming more pressing as REF 2029 guidance asks universities to describe and support the diversity of roles and career stages in their research communities.

Support cannot carry the whole burden

While the findings strongly support continued investment in academic development, the article warns that development cannot remedy unclear promotion criteria or an unmanageable workload. Persistent demand for particular types of support should prompt institutions to look at the conditions generating that demand.

From research to resources

The project’s findings informed the White Rose Established Researchers Hub, which lets researchers start with a persona, situation or decision they recognise and follow its connections into other aspects of their work. Early feedback has highlighted the value of this interconnected approach.

The article concludes that how universities develop and recognise established researchers is crucial to succession planning.

Visit the White Rose Established Researchers Hub

Read the full article on Wonkhe.

This project, developed in partnership with the Established Researcher Forum at the University of Sheffield, benefited greatly from the insight, experience and generosity of colleagues across the White Rose universities. The work was further enriched by the commitment and expertise of the project team: Amy Shaw, Monica Busse‑Morris, Tracey Stead, and Steve Joy, whose perspectives and guidance shaped the project from its earliest stages.