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 …
Adapt your leadership style according to project phase and team
Note: This article requires access via HBR or an institutional library subscription. This classic Harvard Business Review article by Daniel Goleman draws on research with nearly 4,000 leaders to identify six distinct leadership styles and, crucially, the conditions under which each is most and least effective. Although written for a business audience, its framework translates directly to the research context, where the same researcher may need to lead a bid development team, manage a large multi-site delivery team, mentor an early career researcher, and navigate a difficult partner relationship – often within the same project lifecycle. The article’s central argument is that leadership style is not a fixed personality trait but a deliberate choice, and that the most effective leaders notice, and switch between styles fluidly as circumstances demand. “Research is a team sport. Be clear whether your greatest contribution is as the ‘star striker’ or the ‘coach,’ and align your role accordingly.” Nick Plant, Pro-Vice-Chancellor: Research and Innovation, University of Leeds. Read more from Nick. For those leading research, four styles are especially worth developing: What will you take forward? One thing to consider: Thinking about your current or most recent project, which leadership style did you default to? …
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 …
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 …
Reflect on and review your networks
Leaders need a range of types of people in their network. It’s important to periodically review and refresh how you are engaging with your networks. Is it up to date with your current plans and achievements? Are you making the most from your network and are they getting the most from you? Conduct the short mapping exercise in the Imperial Academic’s Success Guide to reflect on who is currently in your network, where you might want to strengthen existing ties (including updating them on what you’re doing now!) or seek out new connections. You may also be reminded of people who you are now in a good position to support or mentor. “Networking with others has helped me find a sense of belonging and camaraderie.” Read more from this career story. What will you take forward? One thing to try: Name one relationship in your network that would benefit from refreshing, deepening, or simply reconnecting without an agenda. When will you contact them?
Getting feedback from others and becoming more self-aware
Sometimes we are so busy getting on with things that we don’t realise we have grown in our role. Getting feedback from others can help you to identify your hidden strengths, in order to feel ready to apply for that more strategic leadership role. This feedback might be collected through a structured exercise, such as a 360 degree feedback questionnaire, if your institution offers this (often linked to a leadership programme or coaching). However, there are other ways to get feedback from those around you, such as asking people to describe you in three words, or (perhaps as part of an away day exercise) inviting people to give anonymous contributions on things they think you should start – stop – continue doing. Consider gradually incorporating feedback requests into your regular group, collaborative, or one-to-one meetings, so it becomes a natural habit. This normalises the practice, and your team and colleagues will gradually come to expect these requests and be prepared with responses. Initially, be aware that people may be caught off guard and respond with vague answers like, “No, everything is fine.” To encourage more constructive feedback, ask specific questions. For example, instead of asking, “Do you have any feedback …
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. “Establishing an internal mentorship is vital, as it helps navigate ‘unwritten rules’ and gain clarity on institutional expectations.” Jiao Ji, Lecturer in Finance, University of Sheffield. Read more from Jiao. What will you take forward? One thing …
Why and how to move into a senior leadership role in HE
Leadership in HE can take many forms. Hearing stories from others about their transitions into leadership roles can help you work out what is best for you. The Job Shadowing HE series shares authentic leadership stories from across the HE ecosystem. Hear from Vice-Chancellors (Bristol, Birmingham City, Buckinghamshire New University) on strategic vision, student experience, finances, and culture change. Meet Pro Vice-Chancellors, Heads of School, and other senior leaders discussing policy, values, change leadership, and balancing strategy with operations. Episodes feature sector CEOs, governance leaders, and executive search experts revealing insights on senior appointments and key skills. Ideal for established researchers eyeing senior roles, these podcasts offer real reflections on leadership paths, challenges, and essential capabilities. They could help you to gain insights into navigating complex institutions, build alliances, enhance your leadership identity, broaden your strategic view, and inform your career decisions. “Do not assume senior leadership will not suit you. Despite initial doubts, some people find deep satisfaction in these roles. Senior leadership can feel daunting, but there is often more institutional support available than you realise at the outset.” John Flint, Deputy Vice President – Research, University of Sheffield. Read more from John. What will you take forward? …
Learn from your career timeline
Effective self-leadership comes from taking time to review the factors that have contributed to your identity and your career highs and lows. Noticing and naming these factors helps you to be more intentional and assertive in making better-informed decisions, requests, and in prioritising for the future. Sketching out the highs and lows of your career journey can be a powerful exercise, particularly for those of you who are well established in your careers. Ask yourself: Use the template in page 36 of this leadership booklet for research leaders to sketch out your career timeline over the last five or ten years and then reflect on the circumstances that contributed to the highs and the lows. This reflective blog is one example of where the authors have considered how their multiple identities shape their leadership mindset and growth. “Academics come in all shapes and sizes, for a while I didn’t think I’d be successful in academia as I didn’t fit what I thought was the right way to be an academics – I’m now very happy, reasonably successful, and entirely true to my personal values every day.” Jiao Ji, Lecturer in Finance, University of Sheffield. Read more from Jiao. What will …
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. “Academics come in all shapes and sizes, for a while I didn’t think I’d be successful in academia as I didn’t fit what I thought was the right way to be an academics – I’m now very happy, reasonably successful, and entirely true to my personal values every day.” Read more from this career story. What will you take forward? One thing to consider: Which aspects of your work give you energy rather …
Get to grips with promotions criteria, process and people
Many people have misconceptions about the criteria for promotion and how they are evaluated. To effectively assess yourself and plan your development, rely on accurate information and trusted advice, not on myths or assumptions. Download your institutional promotions guidance and talk it through with a mentor. You can find your institution’s guidance here: Work with your mentor to understand what is really being looked for under each criterion and where you might need to gain some greater experience. For example: At the same time, get to grips with the annual cycles and deadlines for the process and find out if there are people within the Department or Institution who you might draw upon for help. “An assumption that proved false was that applied or impact-oriented research is less valued. While it can sit uncomfortably between systems, I’ve learned that there is growing recognition for work that bridges evidence, policy, and practice, particularly in areas like climate risk, resilience, and adaptation.” Martina Egedusevic, Impact Fellow, University of Exeter. Read more from Martina. What will you take forward? What do you currently assume counts for progression, and how confident are you that this is based on evidence rather than myth?
Recognise how your role has evolved over time
The nature of contributions you make to projects and your department will evolve over time. However, it is rare that we stop to reflect on how we have developed, what we have learned from experiences and opportunities and how we have built on that learning. The European Competence Framework for researchers defines the skills and behaviours of effective researchers for today’s evolving research landscape. Use this to reflect on how the types of contributions you are making evolve as you progress through your career. For example, you might have moved from ensuring good ethical practices in your own work, to drawing up guidance for collaborations, then to delivering training or contributing to policy or decision making around ethics at Faculty or Institutional level. “Career paths are not linear, especially for people working across disciplines, countries, and life stages. Pauses, detours, and hybrid roles are not failures; they are often where the most meaningful insight and growth happen.” Martina Egedusevic, Impact Fellow, University of Exeter. Read more from Martina. What will you take forward? How has the nature of your contribution shifted over the last few years? What does that suggest about what you should prioritise next (and therefore what to deprioritise)?
Map your contributions
It’s easy to dismiss or forget quite how much you have achieved and keep focusing on ‘what’s next’ or what’s missing. Remind yourself of the range of contributions that you have made to your department, wider research discipline and other communities who engage with or benefit from you and your research. Narrative CVs were introduced by funders to reflect that there is no one ‘correct’ career path for academics. Your own path may look very different to that of others and reflecting on what you have achieved can help you to tell your story in learning how to put that across in a way that reflects your individual strengths and values. Download the UKRI Résumé 4 Research and Innovation template below and start to populate each of the four themes with activities and roles from your experience. For each of these, ask yourself how you might clearly demonstrate the contribution you made and how this has influenced your discipline or Institution. For example, if you were part of a committee, what did you achieve in this role? People often find it easier to write these by brainstorming with colleagues, join a narrative CV workshop at your institution, or you can look at the University of Sheffield’s example CVs to see the sorts of contributions people talk …
Use mentoring and sponsorship
In their report ‘RAIL: A model for keeping the academic Mid-career on track’, Eastern Academic Research Consortium found that overwhelmingly learning from ‘lived experience’ was the most cited enabler for academic careers. Lived experience came in many forms but broadly was about having more senior people guide you through your career path. Mentoring and Sponsorship were highlighted as key enablers to mid-career success. To learn more about these, make use of the guidance offered by the White Rose University Consortium: If you want to approach a potential sponsor, then you may find the advice on identifying and approaching a sponsor from the FLF Development Network’s Influencing Toolkit helpful. “Institutional transitions require institutional support. Identify and rely on trusted mentors and senior colleagues when navigating change.” Read more from this career story. What will you take forward? One thing to try: Identify one person you could approach and one small next step you will take.
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: “No one has everything figured out; leadership evolves as you go.” Jasjit Singh, Pro Dean International, Faculty of Arts, Humanities and Cultures, University of Leeds. Read more from Jasjit. 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?