The Drexler–Sibbet Team Performance Model offers a practical roadmap for building and sustaining effective project teams. It maps seven predictable stages that teams move through – from initial orientation to high performance and renewal – each centred on a core question that the team must answer well before it can progress. For established researchers, who assemble new teams from scratch for specific grants or projects, often across institutional boundaries and with people who have not worked together before, the model is particularly valuable because it makes visible the work that typically goes undone: establishing shared purpose, building trust, and agreeing how decisions will be made, before the real delivery pressure begins. The seven stages and their central questions are: The model is also useful as a diagnostic when a project team is struggling: it helps identify whether the underlying problem is unresolved purpose, lack of trust, unclear roles, or something else entirely – each of which requires a different response. What will you take forward? One thing to consider: Think about a project team that underperformed or felt difficult to lead. Looking at the seven stages, at which point did the foundations start to feel shaky, and what would you …
Plan and manage your research group budget
This practical Science Careers article by Megan T brown introduces the financial realities of running a research group for the first time. Whilst framed for early career researchers, this guide has much practical advice for Established Researchers. The article provides a clear overview of the financial principles PIs need to run a sustainable research group. The resource is particularly relevant because it emphasises treating the lab as a small organisation with its own financial model. It highlights the importance of understanding institutional and funder rules, staff costs, equipment planning, and aligning spending decisions with longer-term research priorities. Key insights include: For new Lab Builders, the central message is that financial stewardship is a core leadership responsibility. Good budgeting enables researchers to support their team and respond strategically to emerging opportunities. What will you take forward? One thing to consider: How well do you understand the financial structure of your grant funding – and what conversations with finance colleagues might strengthen your financial planning?
From principal investigator to institutional leader: choosing what to let go of in order to lead well
Nick Plant Role: Pro-Vice-Chancellor: Research and InnovationDiscipline: Systems ToxicologyInstitution: 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 My career has involved transitioning from a research-focussed role to a leadership-focussed one. That shift required some deliberate decisions about what to stop doing and where I could have the greatest impact. If I could advise my younger self, I would say two things. First, be kinder to yourself. The decisions you make are the best you can make at the time. Looking back and ruminating over them does not change them. Second, be true to yourself. I spent too much time worrying about what others thought, rather than concentrating on what was right for me. One assumption I had to unlearn was that changing direction might be seen as a failure or a step away from “real” research. In fact, if you do what you do best, people will respect that. And if they do not, that is their problem, not yours. Over time, I have realised that I can make the most impact by supporting others to be their best selves. Research …
Crossing disciplinary boundaries: shaping a career between history and archaeology
Jonathan Finch Role: Professor of Archaeology / Director, White Rose College of the Arts and HumanitiesDiscipline: Historical Archaeology (Post-Medieval)Institution: University of York 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 trained as an historian but gradually moved toward archaeology, particularly the landscape, eventually taking up a position in an archaeology department rather than a history department. The shift was not a rejection of one field for another, but a recognition that my interests and strengths sat across both. Moving between disciplines required confidence. Interdisciplinary research can feel difficult, particularly when established disciplinary traditions appear fixed and guarded. Early on, it can seem as though expertise in another field is sacred or unattainable. Over time, I learned that this is not the case. If I could advise my younger self, I would say: trust your own instincts but take advice from those you trust. You have a unique skill set. That combination of training, methods and perspectives can be turned to your advantage. Working across disciplinary boundaries has allowed me to add value in ways that might not have been possible had I stayed within a …
Leadership in a time of jeopardy: realism about promotion, leverage and the realities of academic middle management
Jamie Blaza Role: Research Fellow and ProfessorDiscipline: ChemistryInstitution: University of York 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 appointed to the University of York in 2018 to establish cryo-electron microscopy and launch my independent research career. In 2021, I was awarded a UKRI Future Leaders Fellowship. I lead the York Bioenergetics Lab within the larger York Structural Biology Laboratory. My career path has moved through Leeds, Singapore and Cambridge before York. Along the way I have learned that academic careers are often framed in grand language, but the day-to-day reality can look quite different. One myth I have found helpful to challenge is the way academic careers are dressed up with elaborate titles. With my team, I often say that much of what I do would simply be called middle management in any other organisation! You look after your team, secure funding, and negotiate upwards. Framing it this way made the role clearer and more manageable for me. On leadership roles, in an ideal world you would apply when it suited your career stage. In practice, roles often need to be …
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 …
From over-ambitious projects to clear lab vision: learning patience, focus and the power of hiring the right people.
Benjamin Lichman Role: Senior Research Fellow / Senior LecturerDiscipline: BiochemistryInstitution: University of York 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 In the early stages of running my lab, I wanted to embark on all research projects available to me: new projects for collaborative work and new projects for each new idea that I had. I have diverse interests, and that felt exciting. Over time, however, my group started to feel incoherent and fragmented. There was energy, but not enough shared direction. Through a training session, I was encouraged to give my lab a clear “vision” and “mission”. I explicitly classified projects into subgroups and began to ask whether new work genuinely fitted that vision. I now try not to take on work that cannot sit clearly within those themes. This has helped bring lab members towards a common goal and has clarified what we do to external parties. Patience has also been a key lesson. Be patient with the publications, they will come and the best can take many years to materialise. Methods and experiments that worked before will not necessarily work the …
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 …
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 …
Stepping into senior leadership and learning to think more deliberately about the balance between institutional responsibility and personal research.
John Flint Role: Deputy Vice President – Research Discipline: Urban 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 Over the course of my career, I have transitioned into senior leadership roles within my institution, initially as Head of School, then as a Faculty Director and currently as Deputy Vice President for Research. Looking back, I would advise my younger self to be more deliberate and clear about the extent to which I wished to balance senior leadership with research and teaching. I do not regret the direction my career has taken. However, I think I could have thought more carefully about the longer term consequences of that balance. There are examples of colleagues who effectively combine senior leadership with continuing excellent research and innovation or impact. It can be done. I would also say that some colleagues assume they would not enjoy or be effective in senior leadership roles. In many cases, that will be the right judgement for them. However, there are also individuals who, despite initial doubts, find that they enjoy these roles and derive real …
From flood engineer to boundary-spanning impact fellow: designing a career at the intersection of science, policy and lived experience.
Martina Egedusevic Role: Impact FellowDiscipline: Nature based solutionsInstitution: University of Exeter 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 My career sits at the intersection of engineering, environmental science and public decision-making. I trained as a hydraulic engineer in Serbia and spent seven years working on flood protection and river basin management across the Danube, Sava and Morava catchments. The 2014 Balkan floods were a turning point for me personally and professionally. My family home was affected, and I experienced first-hand the gap between emergency response and long-term risk reduction. That experience led me to pursue a PhD in Natural Flood Management in Scotland, focusing on how land use change and woodland creation influence flood risk. Since then, my work has increasingly moved across sectors: academia, consultancy, government, NGOs and communities. I have worked on nature-based solutions, disaster risk reduction and climate adaptation in the UK and internationally. I am currently an Impact Fellow at the University of Exeter, working closely with policymakers, practitioners and communities to translate research into real-world change. Looking back, I would tell myself that impact does not come from doing …
From always volunteering to choosing deliberately: learning that saying no can protect both progression and wellbeing.
Candice Majewski Role: Senior Lecturer Discipline: Engineering Institution: 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 For many years, I have been someone who always volunteers for things and always tries to help out when needed. Being that person has generally made me feel content in my academic role. I value being a good team player and contributing to the Department in a variety of ways. However, it has also meant that I have not progressed as well as I could or perhaps should have in other areas, particularly research, which is a key and absolute requirement for career progression. Looking back, I would tell myself this: it is important to be a good team player, but that does not mean it always has to be you doing all the things. One myth I have had to unlearn is that saying no will make people think I am no longer a helpful or good member of the team. That has not been true. In reality, most people understand, and in many cases respect, clearer boundaries. For those who don’t, I’m not necessarily the one in the wrong… Over time, I have become more selective about what I say yes to …
Be strategic with your time investment – set triaging criteria
This video from the Academic’s Success Guide, explains how using ‘triaging’ can help you to filter out the most meaningful opportunities, prioritise your work and be clear about what you say yes or no to in both the long and short term. It also helps you to find constructive language when saying yes and no to colleagues (or yourself!). “Initially I wanted to agree to all research projects. But I have diverse interests and my group started to feel incoherent and fragmented. Through a training session I was encouraged to give my lab a “vision” and “mission”. I also explicitly classified the projects into subgroups. I try not to take on any work that cannot fit into the vision/mission or groups. This has helped bring all lab members toward a common goal and helped define what I do to external parties.” Benjamin Lichman, Senior Research Fellow / Senior Lecturer, University of York. Read more from Benjamin. What will you take forward? One thing to try: What simple triaging criteria could you use to decide more confidently what to say yes to, no to, or not now, the next time an opportunity comes your way?
Be mindful of your capacity – use the Ferris wheel test
A simple metaphor for time and capacity management. As an established researcher, the challenge is rarely a lack of opportunity. It is managing too many meaningful, worthwhile requests within finite time and energy. Advice to “just say no” often feels unrealistic given the relational, reputational, and leadership dimensions of academic work. The Ferris wheel offers a practical way to think about capacity. Imagine yourself as the Ferris wheel operator. You are responsible for a ride with a fixed number of carriages. Each carriage has a clear capacity. Once they are full, adding more people isn’t generous or helpful. It’s unsafe, uncomfortable, and leads to a poor experience for everyone already on board. Overfilled Ferris wheels are often the result of saying yes to things you genuinely want to do: interesting projects, good collaborators, work that matters. This metaphor isn’t about disengagement. It’s about realism, including recognising that sometimes you have to say no even to opportunities you value. (This links closely to the idea of fishing sustainably from a river: you have to let some fish go). A good operator doesn’t overpromise when the wheel is full. They explain the risks of boarding and the wait time, allowing passengers to …
Ten quick time management tips, from academics, for academics
This download from Imperial explains 10 time management tips that have been suggested or used by academics and researchers. What will you take forward? One thing to try: Which one small change from these tips would make the biggest difference if you tried it this month?
Are you being efficient? Notice how you use time and energy in your day
This time management video introduces the ‘rocks of time’ idea that will help you to recognise how you spend packages of time throughout the day and to reflect on whether you are viewing and ordering your tasks in the most efficient and strategic way. What will you take forward? One thing to consider: Which big rock deserves more protected time in your diary than it currently receives?
Using AI to ease pain points and time sinks: starting points
Be careful not to share confidential information and adhere to any institutional guidance, such as on the choice of AI platforms. AI can be most useful to established researchers when it helps reduce friction in everyday leadership and management work rather than adding another capability to master. The examples below link common leadership pain points to light-touch, practical ways AI is already being used by senior academics and professional leaders to save time and mental energy. This is not about replacing academic expertise, automating judgement, or outsourcing intellectual work. It is not about using AI to write research papers, assess students, or bypass institutional responsibilities. Instead, it focuses on small, ethical, time-saving uses of AI that support clarity, reflection, and effectiveness in leadership and management roles, while keeping academic judgement, accountability, and integrity firmly with the individual. Common academic/ research leadership pain points and how AI can help: Where to explore further What will you take forward? One thing to try: Which everyday task that currently drains disproportionate time or energy, will you safely ease with AI support?
Be strategic with your time investment – apply the 80/20 rule
The Pareto Principle, also known as the 80/20 rule, states that roughly 80% of consequences come from 20% of causes. Although the principle came from observations of unequal wealth distribution, it has also been applied to think about use of resources for maximum productivity and might help you think about where to best target your effort. This blog on the Pareto Principle, written by an academic with a keen interest in productivity, shares examples of applying the principle to identify the 20% in your teaching, research and service that really makes a difference, in order to focus your efforts on that, and worry less about polishing the 80%. How might you apply this in some of the work you are engaged with at the moment? How will you identify the thing that really matters and ring-fence time to focus on that aspect, rather than on the noise? What will you take forward? One thing to consider: Where might 20% of your effort be generating most of your impact, and how could you protect more time for that?
Strategies for saying no effectively to allow for more deep work
Cal Newport is an author and computer science professor who is known for his work on productivity, digital minimalism, and the impact of technology on society. His writing on ‘deep work’ resonates with academics because it uses and gives examples from academia and research and, in this podcast on The Art of Saying No, he shares several strategies for saying no effectively, including: The “art of no” discussion is in the Deep Dive section of the podcast between 07:06 and 23:45. All of Cal Newport’s resources are available on his The Deep Life website. What will you take forward? One thing to consider: What kind of deep work do you most want to protect, and what would it feel like to make significant progress with it?
Avoid Overwhelm: Plan and review in waves
To prevent feeling overwhelmed, approach your planning in ‘waves’ or ‘horizons’, breaking down strategies and long-term activities into manageable phases. Planning too far ahead in intricate detail often leads to unrealistic expectations and potential setbacks and setting yourself up to feel a failure. An approach to consider: Rolling wave planning is used for projects where there are unknowns or risks, and so is very appropriate for research projects where all the data isn’t immediately available. You can learn more about the technique in the project management blog. This dynamic approach keeps your plans flexible, realistic, and aligned with evolving circumstances. ‘Stock-take’ to review progress Being strategic requires us to be honest with ourselves about where we are, what we have achieved, what’s working and what is getting in the way. In this video, you are guided through a structured process to review your career (have a pen and paper at the ready!). The same technique can also be used to review progress of a project, a relationship or collaboration, or a PhD student you are supervising. You can also download a Stock take – progress review (pdf) worksheet to use separately from the video or share with colleagues, students or collaborators. What …
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 …
Create a Gantt Chart – even if it’s imperfect and you only do it once!
Gantt charts are divisive in the planning world – love them or hate them, they can save time and aid influence and negotiation. While often criticised for being created then ignored, they hold value even as a one-off exercise. Why? Even an imperfect Gantt chart can clarify milestones, highlight potential workload bottlenecks, and prompt decisions. Use them to suggest ideal deadlines, demonstrate periods of high pressure, and justify changes in priorities, rescheduling, or resource requests. Visual timelines make it easier to persuade others than simply claiming, “I won’t have capacity then.” Gantt charts also help identify lighter periods for progressing lower-priority tasks or scheduling breaks. They reveal task dependencies to encourage timely completions and highlight independent activities that can be tackled during quieter spells. Moreover, they foster realistic expectations about task durations and clarify mutual support timelines within teams. Not sure how to make a start? Learn more here in the Research Whisperers blog that gives a simple guide to creating a Gantt Chart. What will you take forward? One thing to consider: What would become easier to explain or negotiate if you could show your workload visually rather than holding it in your head?
Peer Discussion Guide: Being more strategic with your time and workload
This guide is designed for peer-facilitated discussion to help you get more from the established researcher resources. It curates a small selection of related resources and offers a light structure for reflection and conversation. They are not training sessions. They are structured opportunities to pause, think, and learn with others. 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 get more from our established researcher resources.
Mapping contributions against institutional strategies
Your Institutional and departmental strategies impact your career in multiple ways. Make sure you are up to date on these, and clear about where you might need to adapt or respond. Current funding pressures in the sector mean that many institutions are restructuring and rationalising their focus areas. When was the last time you mapped your activity against your institutional or departmental strategies? Do you know what is different in these now, compared with the last time you looked at them? This resource from the UKRI Future Leaders Fellows Development Network on the UK research landscape offers some tools and definitions to help you think about your institution and departments unique ‘personality’, strengths, opportunities, and challenges. Take time to consider how each of these factors are impacting on you and on where you see things going in the future. Use these resources to identify any grey areas that you might be able to seek clarification on, or opportunities to discuss with a mentor. What will you take forward? One thing to try: Where does your work align strongly with institutional priorities? If you need clarity, who will you seek it from? when will you secure that clarification or negotiate better alignment?
Committing to committees: review the value you get from participation in committees
Participation in committees can feel meaningful and worthwhile. The committee work can align well with the work you’re doing at the moment, as well as where you might be able to make changes or develop your role in the future. Consider the committees and working groups that you are part of. What do each of these give to you (think about skills, experience, networks, opportunity to work on something that’s important to you, visibility, joy…). Consider the balance – are they also taking from you in terms of time and energy. This Inside Higher Ed article shares some further reflections on strategic committee choice and explains that whilst committee service can be strategic career capital, not all committee work is equal: Moving your career forward through service on committees (opinion) Reflect on your own committee participation: Take a few minutes of reflection time to ask yourself: This review can help you to make decisions about which committees are still serving you and which might be ones you need to move on from or renegotiate your involvement. It may also highlight some areas of confusion or unclear expectations: is there someone (perhaps a previous committee member or a member of professional …
Connect to your strengths, meaning and purpose: not systems and metrics
Reflecting on what makes an academic career meaningful for you, and how this might have changed over the course of your career, can help you make more informed decisions about what next. This episode of the Changing Academic Life podcast includes a discussion with Prof. Lindsay Oades on academic wellbeing, connecting to strengths, meaning and purpose, and not taking the system too seriously. It takes a relatable and honest look at the realities of academic life, sharing practical insights from someone who has successfully navigated the promotion journey to Professor, drawing on tools and approaches from positive psychology, including strengths-reflection using the VIA survey, job crafting, annual development conversations and aligning your work with what energises you, instead of getting caught up in metrics and systems pressures. What will you take forward? One thing to consider: Which aspects of your work give you energy rather than drain it, and how present are they in how you currently spend your time?
Stand in the future and look back
When planning for the future, adopt the perspective of standing in the future and looking back, rather than remaining in the present and looking forward. This approach fosters a positive mindset, shifting from “How on earth do I get there?” to “I made this happen—how did I do it?”. As a reflective exercise, imagine visiting yourself two or three years from now. Spend five minutes free-writing a vivid description of this future version of yourself. Consider: For each key element of your vision, trace your path backwards in time. Identify the steps you took to reach that point and consider the milestones along the way. For further guidance, refer to the first section of the FLF Being strategic blog or watch the strategy videos linked to in ‘Strategic planning – envision and plan into the future.’ What will you take forward? Which part of your future self’s story feels most energising, and what is the first small practical step you can take now, to move in their direction?
Planning multiple activity/ year strands: use a Work Breakdown Structure approach
At an established career stage, work rarely comes in neat, single-track projects. Most established researchers are holding multiple strands at once: long-running research programmes, teaching and supervision, leadership or departmental roles, external commitments, and opportunities that arrive mid-cycle. These strands sit on different timescales, are owned by different people, and often come with expectations that are only partly explicit. Individually, each strand may feel manageable. Collectively, they can create a persistent sense of overload, uncertainty, or even stress and anxiety. One experienced academic described their solution simply: “Every year or so, I need to see everything in one place.” Their approach was deliberately practical. They started by mapping all current and anticipated tasks and activities on a single large whiteboard, often beginning with a loose mind map. The map would soon reveal themes or work strands. For each strand, they identified the person who ultimately defined success (not necessarily themselves!). This might be a programme director, head of department, collaborator, or mentor. Naming this authority helped replace assumptions that could lead to overwhelm with conversations. Each strand was then built out to include: They also added a final layer: purpose. Why does this matter? What does it contribute to career …
Acknowledge that it’s impossible to excel at everything simultaneously
Give yourself a break. Understand and plan for the fact that different elements of your career and personal life will progress at varying times and rates, and that’s perfectly fine. Many established researchers often feel demotivated, believing they’re not making significant progress across all areas—whether it’s research outputs, visibility and reputation, teaching programmes, research group development, or personal roles like being a parent, spouse, or carer. Instead of dwelling on what you haven’t achieved, focus on celebrating what you have accomplished. Adopt a positive psychology approach by intentionally dedicating periods of time to excel in one area. For example, decide, “This day/week/month/year, I’m focusing on advancing element X of my career and feeling good about this progress. I accept that elements Y and Z may slow down or pause, but next day/week/month/year, I’ll shift my focus to element Y, allowing X to take a back seat.” Each month, make an appointment with yourself to take a few minutes to reflect on and celebrate the progress you’ve made and the tasks you’ve completed, rather than focussing solely on what remains on your to-do list. Seeking inspiration? This blog from Tress Academic suggests five small wins to celebrate and serves as a …
Explore tailored research leadership resources
Established researchers express a wide range of leadership and management needs such as recruitment, performance conversations, delegation, effective meetings, coaching and mentoring skills etc. There is an overwhelming amount of advice out there: some relevant to established researchers, some less so. Rather than re-create it all here, we recommend and connect you directly to open access resources that are tailored to research and academic leaders: What will you take forward? One thing to consider: What is one leadership challenge you’re dealing with at the moment? Which single external resource could you engage with this week to move forward?