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Showing posts with label ECR Network. Show all posts
Showing posts with label ECR Network. Show all posts

Monday, 20 March 2017

ECRs: Positioning Yourself for a Fellowship

Kay Guccione
Last week Dr Kay Guccione (Sheffield) spoke to the Early Career Researcher Network about the difficult task of positioning yourself for a fellowship when you’re just starting out. Her insights came from a project she had undertaken, ‘Fellowship Ahoy!’, which looked at the key behaviours of those who had been successful in securing a fellowship.

“I was frustrated at hearing people who had worked really hard say, ‘I was just really lucky’” she began. ‘It’s not all about luck, individual agency is a major component in recent models of academic and researcher development.’

Monday, 8 February 2016

ECR Network: 'Imposter Syndrome' and 'Resilience'

Dr Caron Fraser Wood
The next two Early Career Researcher Network events this term will be run by Dr Caron Fraser Wood of Mindset Method, and will look at ‘Imposter Syndrome’ and how to develop resilience. We ran the imposter syndrome session last year, and it was oversubscribed and very well received. You can attend either of these or both, but do let me know whether you would like to come as places are strictly limited.

They’re free, open to all Kent staff, and refreshments, including lunch, will be provided. More detail on the sessions is below, and I look forward to hearing from you.

Wednesday, 11 November 2015

Early Career Researcher Network: 2015-16 Programme Announced

Making links, forming networks
The ECR Network exists to offer mutual support to academics at the beginning of their careers. The sessions below will run in the Spring Term, and complement the Grants Factory workshops and Graduate School research development training programme. There will also be an opportunity to meet others informally and share the highs and lows of getting started in academia; more details on this soon.

I’ll send more detail about these events closer to the time, but do make a note in your diary if you plan to come along. To whet your appetite I've included links below to notes I took when any of these sessions have been run previously. 

Monday, 13 April 2015

Imposter Syndrome: Notes from ECR Network

The Imposter Syndrome is a relatively new concept. Dr Pauline Rose Clance, a clinical psychologist, was the first to coin the phrase in 1971 when she noticed that her female students were not putting themselves forward as much as their male counterparts. Initially it was assumed that it was a gender-based phenomenon, but at last week’s ECR Network meeting it was clear that it was prevalent across academia.

Thursday, 19 February 2015

ECR Network: Coping with Rejection


Early Career Researchers’ Network

Coping with Rejection

4 March 2015, 12 noon
Peter Brown Room, Darwin College

Rejection is an integral part of academic life. Whether you’re applying for jobs or for funding, submitting journal articles or book proposals, or putting yourself forward for promotion, academics need to develop a thick skin in order to survive and thrive. But rejection need not be crushing: there are strategies for overcoming it and support available for coping with it. In the second ECR Network meeting of this term Prof DarrenGriffin (Biosciences) and Prof Ray Laurence (SECL) will talk about their experiences of rejection in their careers, and how they moved on from them. The session will allow participants to hear from each other, and learn about what works for others.

The session is free and open to all, and lunch, tea and coffee will be available. However do let me know if you intend to come along so that I can get an idea of numbers.

More information on the Grants Factory and ECR Network sessions this term is available here

Friday, 9 January 2015

Grants Factory and ECR Network Events: Spring Term

Welcome back to the new term!

There is a full programme of workshops, talks and events this term as part of the Grants Factory and ECR Network. All of them are free, and refreshments will be provided. There will be more detail on each of these nearer the time but if you already know which ones you want to attend, do get in touch.

Wednesday, 5 November 2014

2 Forthcoming Grants Factory & ECR Network Events

The following Grants Factory and ECR Network sessions are coming up at the end of the month. Both events are free and all Kent staff are welcome, but do let me know if you intend to come along. Tea/coffee will be available, and there’ll be lunch for the Essential Elements session.

Wednesday, 22 October 2014

ECR Network 2014-15

I've finally finished preparing the programme of events for Kent's Early Career Researcher (ECR) Network.

The ECR Network exists to offer mutual support to academics at the beginning of their careers. The sessions complement the Grants Factory workshops, and provide advice on establishing your career.

There will also be opportunities to meet others informally and share the highs and lows of getting started in academia.

Spring Term 

  • How to Win a Postdoctoral Fellowship:   Thursday 29 January2015 
  • Getting Published: Targeting the Top Journals and Writing Book Proposals:   Thursday 27 February 2015, 12noon-2pm 
  • Coping with Rejection:  Wednesday 4 March 2015, 12noon-2pm 
  • Using Social Media to Support your Career: Friday 27 March 2014, 2:30-5:30pm 
  • How to Overcome ‘Imposter Syndrome’:  Wednesday 8 April 2015, 1-4:30pm

Summer Term 


  • Alternative Funding for Research:  Wednesday 20 May 2015, 2-4pm
  • Getting Recognition: Promotion & Pay at Kent:  Date TBC

Details of some events (such as the time and venue) are still to be confirmed. The events are open to all at the University of Kent. Contact me for more information, or if you would like to take part in any of these events.

Friday, 21 February 2014

Academia and Social Media

Dr Nadine Muller
Technology is changing the way we access information, and how we communicate. Nowhere is this more apparent than in academia. Social media sites, such as Facebook, LinkedIn and Twitter, and blogging platforms such as Blogger and Wordpress, are increasingly being used to raise profiles, to disseminate research, and to make links with potential collaborators.

Is it possible to embrace the new technology without compromising your integrity or short-selling your research? Yesterday Dr Nadine Muller, a Lecturer in English Literature and Cultural History at Liverpool John Moores University, spoke to the Early Career Researcher Network about both the difficulties, but also the potential benefits, of using social media.

Many in academia are hostile to social media. It’s an additional demand on your time, and there is expectation that you need to be available and responsive all the time. It’s like time’s winged chariot, always at your back, harrying and harassing you. But Muller pointed out the benefits:
  • Resources: there is a culture of sharing on the internet. Although it goes against the commercial imperative of publishers, you can seek out articles direct from authors, and get access to resources that wouldn’t be available conventionally;
  • Knowledge: it gives you access to additional knowledge beyond academia. For instance, Muller has an interest in the cultural understanding of widowhood; by engaging with widows groups on Twitter, she was able to disseminate her work more widely (see below), but also to gain access to a more immediate well of experience;
  • Writing: many academics find it difficult to start writing, to face the blank page. Writing a blog post about your research and your ideas is a good way of corralling your thoughts and drafting your article. It doesn’t have to be perfect; as Muller said, ‘you don’t have to be brilliant every day’;
  • Thinking: similarly, drafting your research via blog posts helps you to refine your research questions, and receive useful feedback;
  • New Audiences: Social media reaches beyond academia, to the engaged and interested generalists, to policy makers, to teachers, and to anyone else who might benefit from your research;
  • Networking: research, especially in the humanities and areas of the social sciences, can be quite isolating. Social media allows you to connect, to discuss and to interact whilst still remaining at your desk;
  • Opportunities: Social media raises your profile, and creates and opens up opportunities that you may not otherwise have.
Beyond research, social media is increasingly important as a teaching tool. For instance, Muller encourages (and sometimes requires) her students to engage with each other through Twitter, through creating a blog, and through critical debate on discussion boards.

The difficulty with this is twofold: firstly, we make the assumption that students are naturally adept at using social media, and yet we provide very little training for them. The same is true for staff, who are encouraged to tweet and blog without any initial hands on support or training. Secondly, if students are more formally being assessed on their social media work, what criteria should be used?

Throughout the session the audience had been questioning Muller, and a number of issues were raised, such as the how to avoid plagiarism and balancing private and public personae. Through discussion it became clear that these weren’t the bête noires that they had been built up to be: if anything blogs helped avoid plagiarism by putting your thoughts into the public domain at an early stage, and the private/public divide could be handled by using different platforms, or different accounts, for different parts of your life.

Muller finished by highlighting two key problems with social media:
  • Firstly, it lends itself to procrastination. Whilst blog posts could be used to kick start your writing, the potential for diversion and delay is endless;
  • Secondly, exploitation. Social media is often seen as an ‘add on’ to your duties, and there is often an expectation within your department or centre that you would be willing to build a web presence for free. The sooner that social media skills are professionalised, the better.
Muller used Prezi for her presentation, consisting of a series of images that sparked different issues. For that reason the slides won’t be available afterwards. However, I would encourage you to read her excellent website, and follow her on Twitter, to find out more about social media and the new academic.

Monday, 20 January 2014

ECR Network: Social Media and Academia

19 Feb, 2:30pm-4:30pm
Darwin LT3

Dr Nadine Muller
Technology is changing the way we access information, and how we communicate. Nowhere is this more apparent than in academia. Social media sites, such as Facebook, LinkedIn and Twitter, and blogging platforms such as Blogger and Wordpress, are increasingly being used to raise profiles, to disseminate research, and to make links with potential collaborators.

Is it possible to embrace the new technology without compromising your integrity or short-selling your research? Dr Nadine Muller is a Lecturer in English Literature and Cultural History at Liverpool John Moores University, and has demonstrated how to use social media and blogs effectively. She has written on life as a New Academic, as well as highlighting her own research, and is followed widely on Twitter.

The event is free and open to all staff, and there'll be tea/coffee. Whilst this session is intended primarily for early career researchers (ECRs), more senior staff who are new to social media are also welcome. Do let me know if you plan to come along.

There will also be an opportunity to chat to Nadine informally at the ECR Social at the Dolphin in the evening, from 7pm. 

Wednesday, 11 December 2013

Strategic Approaches to Getting Published

Prof Sally Sheldon opened last week's Early Career Researcher Network meeting by exhorting the audience to think strategically about publication. It was easy, she suggested, to be flattered by invitations to write chapters. But these can divert you and eat up your limited time. Try to keep in mind the direction in which you want your research to develop, and what publications will help to build your profile. 'Everyone should have a publication strategy, and should review it every year or two,' she said.

Balanced Publication Portfolio

ECRs should try and develop a balanced publication portfolio. You don't always need to be targeting top journals, and sometimes you need to balance several factors:
  • Audience: who do you want to appeal to? Should you be thinking beyond your narrow disciplinary boundaries, or focussing more intensively on it?
  • Impact: do you want the findings of your research to be felt outside of academia?
  • Career Progression: will the publication help in the development of a strong CV?
  • REF: will the publication be a strong, positive contribution to your discipline?
  • Timing: do you need to get something out quickly, or work longer on a discipline-changing piece of research?
  • Co-authorship: would co-authorship help or hinder your publication record?
  • Open Access: will be increasingly important for the REF, but is it worth considering to help with your citations?

What Do Publishers Look for?

Richard Hart, Chief Executive of Hart Publishing, took over to talk about his experience as an academic publisher. In his 30 years in publishing he has seen a decline in traditional monographs. From a high in the 1980s when more than 2000 were published annually, the market has slumped so that now a tenth of that number are produced. Monographs are seen as esoteric and small scale, and in many disciplines journals are favoured.

Generally, publishers are interested in text books, or books used for professional or scholarly reference. A proposal now needs to offer a touch of brilliance, or something that might be of interest to either a broader readership, or a specific (and long term) niche. 

If you do want to write a monograph, it has to be for the right reasons: you need to have a passion for the subject, and this needs to be reflected in your proposal. Your first monograph can be career defining, and it pays to get it right. You shouldn't do it as a way of making money.

Revising your Thesis

Many ECRs assume that their theses will transfer easily into a commercially produced book. This is often based on their examiner's comments, but it is a rarity for theses to make the transition. If you are considering it, you need to:
  • think about the methodology section. You don't need a long, detailed explanation here. This was for the examiners. The average reader won't be interested;
  • similarly, strengthen your introduction and conclusion;
  • cut out repetitious linkages;
  • if your research is unorthodox, decide on your message, and emphasise it throughout;
  • update it, and add new chapters;
  • consider making the title 'Google-friendly', so that it is descriptive of the research and will be easily found on the internet;
  • find an appropriate publisher, who has published in your area, produces good quality books, and that your colleagues would recommend;
  • above all, the publisher is concerned about commercial viability. Is your research something that would appeal broadly or long term?
Thus, for a book proposal you should:
  • describe your book in 300-400 words;
  • explain your methodology;
  • give a critical literature review, to show that you understand the field, and how your research differs from what has gone before;
  • include a detailed table of contents, a brief CV, and a sample chapter;
  • if it's a thesis, include the examiner's report, and explain any plans to revise it;
  • and finally, an estimate of when you will finish writing it.
When the publishers receive the proposal, they will initially evaluate it. This is very brief - a matter of minutes - and what they're looking for is whether it is something that excites them. If it does, they will send it for peer review, and you will be given the opportunity to respond to any comments that come back from this. Approximately 20% of proposals get through to peer review. If they do go ahead and publish, you should expect roughly 3-5% of royalties.

Choosing the Right Journals

For the final part of the session, Prof Mick Tuite (Biosciences) outlined what defines a 'good' journal, and how you can increase your chances of being published in them.

The idea of 'high impact' journals goes back to the fifties. It's a somewhat controversial system, and is based on the average number of citations over a two-five year period. The system is open to abuse, and varies widely between disciplines. However, it is still seen as a rough and ready indicator of esteem. 

Mick began by showing a video made by Karin Dumstrei, Senior Editor at EMBO Journal.


In it, she highlights five tips to getting your paper published:
  • Choose a project that excites you;
  • Tell a good story;
  • Select the right journal;
  • Avoid the three 'don'ts', namely: dont' overstate your case, ignore others, or hold back data;
  • Be responsible with your data - i.e. say what you see rather than what you want to see.
Mick added to this by saying that high impact journals tend to have a broader audience, so you need to:
  • avoid jargon;
  • concentrate on the message;
  • write shorter articles (eg Science articles are generally 3-4 pages);
  • avoid too much detail. Additional data can be provided in 'supplementary material'.
Whilst all articles need to overcome a number of significant hurdles, Mick highlighted the importance of a good covering letter. These have become key, as they summarise why your article is right for the journal you're targetting. Take time to get this right. Keep it succinct, but explain the novelty and importance of your research, and why you are approaching that journal in particular.

Mick finished by outlining six tips:
  • Title: make it engaging but keep it short, and avoid technical terms;
  • Story: structure your article round a good, cohesive, logical 'story';
  • Step Change: emphasis what makes your research important. Talk about 'step changes' rather than 'incremental progresssions';
  • Cover Letter: 'sell' your article;
  • Feedback: get as much critical evaluation as possible;
  • Rejection: never take no for an answer.
This final point was echoed by all the speakers. Rejection is an inevitable part of the process. Don't be discouraged, but take on board comments and criticism and keep trying.

All the slides from the session will be available on the Grants Factory SharePoint site shortly.

Monday, 18 November 2013

ECR Network: Strategic Approaches to Getting Published

12-2pm 27 November 2013
Venue TBC

Getting published is the cornerstone of a successful and sustainable academic career. A good publication record will have an impact on your promotion, but also on your chances of getting external research funding. In this workshop, Prof Mick Tuite (Biosciences) and Prof Sally Sheldon (KLS) will be joined by Richard Hart (Hart Publishing, Oxford) to discuss some of the key issues you need to consider when seeking publication, including:
  •  Choosing the right journal;
  •  How articles are selected, and what makes an article attractive to an editor;
  •  Responding to reviewers’ comments;
  • Writing a book proposal and securing a contract;
  •  Dealing with co-authors;
  •  Managing your portfolio, and knowing when to say ‘no’.
The session is free, open to all staff at the University of Kent, and lunch will be provided. However, do let me know if you are planning to come along so I can make sure the room and catering are sufficient. In addition, if you could let me know what your position is (permanent or fixed term, academic or researcher, and approximate time since doctorate), that will help Mick and Sally pitch the session appropriately.

Monday, 7 October 2013

ECR Network: Planning your Career

Whilst some early career researchers might have a very clear and definite idea of where they want to be in five, ten or twenty years time, others may be less sure. Even those with certainty might not know how to make it happen. This session, the first ECR Network event of the new year, will be led by Prof Sally Sheldon (Kent Law School) and Dr Simon Black (Human Resources/School of Anthropology & Conservation). Both have had very different careers, and between them represent a number of different issues, from juggling the needs of family with the demands of your career, to dealing with workloads whilst keeping your eye on your long term goal, to making the most of opportunities, even if they’re the ones you might not necessarily have initially chosen. As well as a researcher in his own right, Simon is Learning & Development adviser for HR, with particular responsibility for the development of researchers, so can advise on the support the University offers in planning and developing your career.

The event is free and open to all, and tea/coffee/water/biscuits will be provided. However, do let me know if you intend to come along so that I can get an idea of numbers.


Friday, 16 August 2013

Taking Stock

Summer is traditionally when we have a chance to catch our breath. Many academics have disappeared to finally catch up with their research - or with their home lives.

In Research Services it's a chance to get on with all those jobs we've been putting off all year - the dull but necessary housekeeping ones - but also to look ahead and start planning for the forthcoming year.

Saturday, 8 June 2013

Balancing the Conflicting Demands of Academia

The final Early Career Research Network meeting of the year focused on how to balance the conflicting demands of academia. The fact that the room was full suggested that this was something that was close to the heart of many starting out. However, the speakers, Profs Gordon Lynch and Sarah Spurgeon, made it clear that the issue doesn't disappear with seniority; like parenthood the challenges and demands change, but they never go away.

In the first part of the session, participants talked together in small groups about the main tensions in juggling different parts of their jobs. When these were fed back it was clear that there were a number of common themes: balancing immediate and pressing deadlines with long term research work; frustrations with unnecessary and inefficient administration; unrealistic demands of some students; knowing your limits and knowing when (and how) to say 'no'.

'There's no simple algorithm for dealing with these,' confessed Sarah, and the rest of the session was an opportunity to share strategies for coping. Not all of these would work for everybody, but achieving a successful balance is about working out which of them would work for you.
  • Try to work out which pressures are individual, and which are the result of the structure or institution within which you work. Having recognised this distinction, consider what can be done about them. You will have more control over the individual pressures (see the next point), but sometimes you can facilitate collective change if enough people suffer from the same pressures and are able and willing to work differently.
  • Work out which of your tasks are essential and which desirable, and concentrate on the first.
  • Get a sense of perspective: how much work do others have? If they have less, are their tasks more consuming? If everyone's pressured, is there any possibility of working more intelligently, or sharing workloads? (see the first point).
  • Try to double up tasks, especially between research and teaching. For example, if your research project requires a literature review and you have some control over your teaching programme, try and include an element  that would require you to undertake a literature review to inform your teaching.
  • Create email-free periods of work time. Modern technology has made periods of intense concentration increasingly difficult to find. By carving out a period each week which colleagues and students know as a period when you won't respond to emails, you can regain time for proper thought.
  • Look for external funding to buy out your time to do things that you want to do. 
  • Think more strategically about managing your time. For instance, if you want to keep weekends sacrosanct, you might have to sacrifice weekday evenings to keep on top of work.
  • Have a broad career strategy, which is important to you but is informed by local, national, and international contexts.There will be times when it might make sense to go part time. Accept them, and recognise them as temporary and transitory.
  • Have a plan which has many strands. Don't rely on a single strand of research, which might depend on a single grant, but consider what other options, what other interests you have, and be prepared to change between them as your life changes.
  • Set realistic goals over different time scales and review them regularly.
  • Get help from the right people. Having supportive mentors and colleagues is invaluable.
Sarah concluded by saying that ‘most importantly, it is difficult to get this right and, in my view, however glittering the careers of others may appear to us, I firmly believe nobody achieves the perfect balance all the time.’

Friday, 31 May 2013

Recycling your Proposal

Paper, glass, metal...but where's the slot for proposals?
Given the shrinking success rates, it makes sense to consider whether - and where - you should recycle your funding proposal. At the penultimate Grants Factory event yesterday Prof Ray Laurence and Prof Peter Taylor-Gooby encouraged people to consider doing this, but sounded a note of caution.

  • Most applicants would consider recycling an application because they are passionate about the project and want to get it funded. However, their passion might blind them to its shortcomings. Make sure you take on board the feedback offered with the rejection. A dose of tough love will make your new application stronger. 
  • Similarly, a rejection might be a good opportunity to step back from your project and really think about why you're doing it. Are you passionate about the project, or have you just got on the 'funding treadmill', believing you should be submitting funding bids without really thinking whether it's what you want. If you're just doing it through a sense of obligation it's actually 'hugely depressing' when you get the funding.
  • If you are serious about getting funding, and are willing to take on board feedback, be alert to the different guidelines between the funders. It's easy to assume they're all much of a muchness, but there are key differences, and funders get angry with 'lazy' resubmissions from elsewhere.
  • Think imaginatively. In many disciplines there are a limited number of funders to whom you can submit essentially the same project. You might have to think about carving up the project into smaller sub-projects, or seek funding for a pilot to demonstrate potential which will, in the long term, strengthen your hand. Sit down and consider your project, dividing it up into activities for which funding is essential, and those for which it is desirable. Alternatively, if your application was for a visiting fellow, say, you could think about expanding the scope of the project to a network, which would increase the possible sources of funding, and potential value of exchanges.
  • Finally, consider collaboration. Not only will this change the nature of your project, and potentially strengthen it, but it may also open up alternative avenues - for example if your collaborators are in different countries. 
The final session this year is an ECR Network meeting, looking at 'balancing the conflicting demands of academia'. Get in touch if you want to come along.



Thursday, 30 May 2013

ECR Network: Balancing the Conflicting Demands of Academia


The final Early Career Researcher Network event of the year will take place next Wednesday, 5 June between 12-2pm, and will focus on how to balance the conflicting demands of academia.

Starting off in academia can be difficult. Not only are you trying to establish your research career, but you are having to cope with the new demands of teaching and supervision, as well as understanding what is required of you as a ‘good citizen’ within your department. Outside of work you may have conflicting demands from family and home.

This session will be led by Prof Sarah Spurgeon (EDA) and Prof Gordon Lynch (SECL), both of whom have had to juggle conflicting demands within their own lives. It will be an opportunity to hear from them, but also to hear from other ECRs across the University, to share your experience, and to offer help and advice to each other.

Lunch will be provided. The event is free and open to all, but please let me know if you intend to come along so that I can arrange catering. 

Tuesday, 5 March 2013

ECR Network: Relationships with Senior Staff


The next Early Career Researcher Network event will take place next week (Wednesday 13 March, 12-2pm, Cornwallis SR6), and will look at ‘Relationships with Senior Staff’.

What? You want me to take all your lectures
and seminars again?
ECRs have very different experiences of working with senior staff. Some have had very supportive mentors and managers, who guide them and help them, lightening their teaching load, discussing and developing their research plans, and providing funding so that they can attend conferences etc. For others, the experience is less positive, and some feel that unreasonable demands are being made of them, resulting in a sense of isolation and burnout.

Led by Prof Dominic Abrams (Psychology) and Prof Ray Laurence (SECL), this workshop will explore how you can best develop positive relationships with senior staff, and what to do if you feel that the expectations of others are unrealistic.

The workshop is free and open to all, and lunch will be provided. However, places are limited so do get in touch as soon as possible if you wish to come along.

Friday, 15 February 2013

It's Good to Talk

Bob: it's good to talk
To some, getting feedback is a no-brainer. To others, it's as alien as the moons of Jupiter. Wednesday's Early Career Researcher Network meeting looked at the reason why feedback was essential, and how applicants should seek and use it.

Prof Paul Allain kicked off by outlining why feedback was important:

  • It's a chance to test ideas, even if it's just a 'corridor chat' with a colleague;
  • It 'depersonalises' your research. Whilst your work is personal to you, it also plays a part in the wellbeing of the department and the University. Sharing your ideas with others helps to move it from the personal to a more objective 'commodity.'
  • It's an opportunity to consider other, unimagined options for your research;
  • It gives you a chance to benefit from more experienced colleagues;
  • It allows you to hone and clarify your ideas before it's too late.
However, feedback should be sought in good time. Paul suggested that the whole process could take up to two months, and longer if there was a need for more discussion and redrafting. 

He finished by highlighting some of the reasons why people avoid seeking feedback. These included a fear of criticism and of IP theft, and a desire for perfectionism. Ultimately you need to develop a thick skin; your research will be improved as a result of external comment, and the chances of someone stealing your ideas is actually very slim.

Prof Darren Griffin took over. Your research, he suggested, was like your children: to you its fabulous clever and handsome, devastatingly interesting and packed full of potential. However, to others it's a snotty-nosed, ill-mannered, incoherent mess. 

Unfortunately perception is reality. It doesn't make a difference how good you think you are, or even how good - objectively - your research is. It's about the presentation of that research, of selling it to the reviewers and panellists. If they can't understand it or can't see its worth, they won't be interested. Darren was quite frank: the process of selecting applications to be funded was 'shallower and more formulaic than you think.' 

He finished by drawing a Darwinian analogy. Feedback allows people to see how they should change, and those who adapt to take on board the comments are the ones who get funding. They are the ones who 'survive'.

The slides and notes from the talks are available on the Kent SharePoint site

Friday, 14 December 2012

Grants Factory: Developing Collaborations


The slides and handout from Wednesday’s Grants Factory event are now available on the SharePoint site, here. I’ll write up some notes and add them to the blog shortly.

The next session will be an ECR Network event on ‘Developing Collaborations’. Run by Prof Jon Williamson and Dr Peter Bennett this will look at some of the issues around working with others, particularly on interdisciplinary projects. Funders are increasingly keen on encouraging collaborative research, but what are the pros and cons of this way of working? The session will use Jon and Peter’s experience to explore issues such as identifying a collaborative idea, forming productive links, and managing a complex project.

The session will run at 12pm on 16 January. As ever, it’s free and refreshments will be provided. Do let me know if you would like to come along.