This week, Mark considers how you can learn from your experience in the lecture theatre to become more effective in your generation of impact, and how impact can inspire better learning and teaching. He also considers how you can evidence pedagogical impacts from your research, and design interventions in the classroom that can affect change well beyond the academy.
This week, Mark draws on his experience writing bids, as a reviewer and on funding panels, to explain how to write the impact sections of a grant proposal. Funders are increasingly expecting researchers to consider the likely impact of their work, and increasing weight is being given to impact in funding decisions. So it is worth getting it right...
This week, Mark considers how researchers can become more authentic, and how this can reduce the likelihood of imposter syndrome and help you grow in confidence. To do this, he discusses the daily practice of letting go of who we think we should be and embracing who we are, having the courage to be imperfect, and the need to cultivate compassion with clear boundaries.
This week, Mark interviews Karen Laing, Senior Research Associate and Co-Director of the Centre for Learning and Teaching at Newcastle University. Karen has been studying co-production manuals and is developing her own guide for researchers who want to work more closely with their publics and stakeholders to co-produce research and impact. Find out more about Karen's work at: https://www.ncl.ac.uk/ecls/staff/profile/kjclaing.html#background
On Monday this week, Mark was at a Royal Society conference on changing research culture, where he was awarded a prize for changing research culture with colleagues Rich Young and Tanya Collavo. Find out about their idea to create a Tinder for researchers and hear ideas that emerged from the conference via interviews with participants.