Cultural Traction: Embedding research culture strategy in research communities
Lead Research Organisation:
University College London
Abstract
Context and Topic
Catalysing the co-creation of environments that support positive research culture is now a central concern across UK higher education, with universities devoting effort and resources to improving research culture, not least in preparation for REF2029. But how can universities foster positive change in view of the significant diversity of practices and understandings of research culture in different parts of the research community? And how can this diversity be harnessed in universities’ efforts to develop robust research culture strategies?
The project builds on prior work showing that research cultures are embedded diversely in highly localized social structures, relations and histories of particular research communities. Therefore, efforts to foster positive research culture that focus on institution-wide structures and processes (what we call ‘processual research culture’) must be complemented by a close understanding of and engagement with the rich and varied tapestry of social and cultural dynamics through which research gets done on the ground (‘relational research culture’). Closing the loop between policy and implementation, we use ethnographic engagements to develop tools and methods that embed UKRI’s research culture framework in these localized settings, to gain meaningful traction on ground-level conduct and management of research.
Aims and Objectives
Based on ethnographic research in four diverse universities, the project has three research objectives:
Explore the relationship between institutional research culture initiatives and diverse everyday cultures of research experienced in different parts and levels of four institutions, identifying and mapping points of traction, friction and tension. This will involve Research Cultures Maps, tracking the concept of Research Culture as it filters through the four institutions, from HE sector-wide decision-making bodies (e.g. UKRI, UUK, RE), through university management structures, and down to ground-level research communities in a selected academic department/institute in each HEI. Taking preparations for REF2029 as the empirical focus, we use organizational ethnography to map how institutional research culture strategies articulate with everyday cultures of research on the ground.
Innovate by working in partnership with each institutions’ Research Culture team to develop a Listening Toolkit that provides a practical framework for embedding research culture strategy in the localized structures and relationships on which research is based. Drawing on our innovative ethnographically based methods of ‘deep listening’ and ‘reflexive sensemaking’, which allow research participants’ underlying, often invisible assumptions and motivations to be voiced and articulated, we will pilot the Listening Toolkit in collaboration with the four selected research communities.
Iterate through HE sector-wide multi-stakeholder engagement, to refine and customise the project insights to ensure impact beyond these four institutions. This will be achieved through a Research Cultures Forum, comprising peers from across higher education, including university-based Research Culture teams and wider HE industry and policy groups. The Forum will develop robust, actionable insights tailored to the needs of diverse institutions and research environments.
Applications and benefits
The project complements a sizeable body of studies commissioned by government and sector-wide bodies and funders, documenting UK research culture and its challenges, and offering valuable recommendations and tools fostering positive change. However, based primarily on interviews, focus groups and surveys, these studies underplay relational aspects of local cultures of research and their implications for efforts to embed processual recommendations. Our ethnographically-based approach fills this gap, offering actionable mechanisms for effective ground-level cultural change, and thought-leadership for broader science policy and its implementation.
Catalysing the co-creation of environments that support positive research culture is now a central concern across UK higher education, with universities devoting effort and resources to improving research culture, not least in preparation for REF2029. But how can universities foster positive change in view of the significant diversity of practices and understandings of research culture in different parts of the research community? And how can this diversity be harnessed in universities’ efforts to develop robust research culture strategies?
The project builds on prior work showing that research cultures are embedded diversely in highly localized social structures, relations and histories of particular research communities. Therefore, efforts to foster positive research culture that focus on institution-wide structures and processes (what we call ‘processual research culture’) must be complemented by a close understanding of and engagement with the rich and varied tapestry of social and cultural dynamics through which research gets done on the ground (‘relational research culture’). Closing the loop between policy and implementation, we use ethnographic engagements to develop tools and methods that embed UKRI’s research culture framework in these localized settings, to gain meaningful traction on ground-level conduct and management of research.
Aims and Objectives
Based on ethnographic research in four diverse universities, the project has three research objectives:
Explore the relationship between institutional research culture initiatives and diverse everyday cultures of research experienced in different parts and levels of four institutions, identifying and mapping points of traction, friction and tension. This will involve Research Cultures Maps, tracking the concept of Research Culture as it filters through the four institutions, from HE sector-wide decision-making bodies (e.g. UKRI, UUK, RE), through university management structures, and down to ground-level research communities in a selected academic department/institute in each HEI. Taking preparations for REF2029 as the empirical focus, we use organizational ethnography to map how institutional research culture strategies articulate with everyday cultures of research on the ground.
Innovate by working in partnership with each institutions’ Research Culture team to develop a Listening Toolkit that provides a practical framework for embedding research culture strategy in the localized structures and relationships on which research is based. Drawing on our innovative ethnographically based methods of ‘deep listening’ and ‘reflexive sensemaking’, which allow research participants’ underlying, often invisible assumptions and motivations to be voiced and articulated, we will pilot the Listening Toolkit in collaboration with the four selected research communities.
Iterate through HE sector-wide multi-stakeholder engagement, to refine and customise the project insights to ensure impact beyond these four institutions. This will be achieved through a Research Cultures Forum, comprising peers from across higher education, including university-based Research Culture teams and wider HE industry and policy groups. The Forum will develop robust, actionable insights tailored to the needs of diverse institutions and research environments.
Applications and benefits
The project complements a sizeable body of studies commissioned by government and sector-wide bodies and funders, documenting UK research culture and its challenges, and offering valuable recommendations and tools fostering positive change. However, based primarily on interviews, focus groups and surveys, these studies underplay relational aspects of local cultures of research and their implications for efforts to embed processual recommendations. Our ethnographically-based approach fills this gap, offering actionable mechanisms for effective ground-level cultural change, and thought-leadership for broader science policy and its implementation.