By The Research Culture and Researcher Development Team
The University of Glasgow’s Research Strategy 2036 states that “Great research flourishes in a supportive, inclusive and collegial environment; one where a positive research culture enhances quality, attracts and retains diverse talent, and strengthens our reputation.”
In response to these strategic aims, the Research Culture and Researcher Development Team aims to create innovative learner-centred and practice-based opportunities that enable researchers and research professionals to learn, contribute and thrive.
We don’t do this alone, but in partnership with many others as we view development as a collaborative and ongoing process, grounded in strengths, shaped through experience, and enriched by community.
This statement describes how we deliver on the University of Glasgow’s Research Culture and Researcher Development priorities.
1. Learning as a shared endeavour
We believe that learning and development take place within a rich ecosystem of relationships, experiences and opportunities. Our intention is to help researchers and research professionals navigate this landscape, connect with appropriate sources of support, and access both the formal curriculum and the hidden curriculum through engagement with colleagues, communities, supervisors, leaders, partners and players, within and beyond the University. For example, we:
- Design programmes that signpost participants to relevant internal and external networks, services and communities rather than positioning ourselves as the sole source of expertise.
- Co-create (and co-deliver) provision with researchers, supervisors, PIs, Schools, Colleges and professional services colleagues.
- Broker connections between researchers and appropriate mentors, peer groups, alumni, employers and external experts.
- Equip our colleagues and increase organisational capacity for development through train-the trainer working, shared delivery, shadowing, sharing materials.
2. Learning for all who contribute to research
We recognise the diversity of talents, roles, identities and career pathways that contribute to Glasgow’s research success. Our intention is to create development opportunities that are open, welcoming and accessible to all who wish to learn, succeed and contribute within the research community. For example, we:
- Design programmes that are open to researchers across career stages and contract types, recognise that everyone who is doing research, is a researcher.
- Offer provision for research professionals which positions them as talented experts and leaders.
- Use inclusive language, examples and case studies that reflect diverse research roles and pathways into and out of academia.
- Use participation data to ensure relevance and identify and address barriers to engagement.
3. Inclusion by design
We understand that equitable learning environments are created intentionally, not retrospectively. Our intention is to embed inclusion throughout the design, delivery and evaluation of our work, fostering environments in which individuals are respected, valued and enabled to succeed together. You can read more about our approach, on our blog, the Auditorium.
4. Learning as a public good
We believe that knowledge grows through openness and collective generosity. Our intention is to share our educational approaches, resources and learning designs openly, contributing to wider communities of practice and supporting learning for researchers and research professionals beyond our immediate context. For example, we:
- Publish learning resources, frameworks, innovations and educational reflections through open platforms, with on ongoing commitment to engaging in community conversations through The Auditorium.
- Share educational practice at conferences, networks and sector events, and small meetings.
- Encourage adaptation and reuse of our materials by colleagues within and beyond the University through explicit creative commons licensing.
5. Learner agency
We know that adults learn most effectively when they can exercise choice and engage with learning that is relevant to their immediate needs and future aspirations. Our intention is to create flexible opportunities that enable colleagues to engage in ways that are meaningful, purposeful and self-directed. For example, we:
- Encourage participants to identify their own goals and tailor development activities accordingly.
- Design mentoring programmes that purposefully support ownership, agency, and empowerment.
- Provide options for pathways, formats and levels of engagement rather than prescribed development routes.
- Make resources available on demand so learners can access support at the point that challenges or opportunities arise.
6. Strengths-based development
We believe every individual brings valuable experiences, knowledge, perspectives and capabilities to the University. Our intention is to build on these strengths, recognising learning as a reciprocal process in which individuals and communities both contribute to and benefit from collaborative development. For example, we:
- Create opportunities for participants to share their expertise, good practice and lived experience.
- Facilitate mentoring, peer learning, networks, and collaborative problem-solving rather than relying solely on expert-led delivery.
- Recognise and celebrate participant contributions, achievements and leadership within learning communities, both on a small scale in the classroom, and at whole university level through People Make Research.
7. Learning relevance
We know that meaningful development is demonstrated through forward actions that result in the achievement of career ambitions including personal successes and strengthened relationships with others. Our intention is to support learners to translate knowledge and skills into career wins, cultivating behaviours and approaches that enable career progression. For example, we:
- Promote the concept that development is not what goes on your CV, it’s what gets you the things that go on your CV.
- Design activities that require participants to apply learning to their own immediate context and challenges and encourage behavioural commitments and action planning following development activities. We work with supervisors and managers to support this.
- Evaluate success longitudinally through changes in practice, culture and career, not simply attendance or satisfaction.
8. Learning through experience
We understand that that a large proportion of authentic learning comes through an informal ‘on the job’ approach. Our intention is to create increased opportunities for real-life practice and participation that enable learners to develop confidence, build experience and demonstrate their capabilities as real experiences. For example, we:
- Embed experiential activities such as project leadership, team leadership facilitation, mentoring, events management, community leadership, panel membership, peer review, internships, secondments, shadowing, peer group representation, reciprocal invited speakers, and committee participation.
- Support others across the university, including managers and supervisors to identify and offer similar opportunities that support authentic learning in practice.
- Connect learners with opportunities to learn from the ‘hidden curriculum’ supporting the demystification of roles, systems, processes, standards, pathways, and options.
9. Continuous enhancement
We believe that educational practice should evolve through reflection, evidence and dialogue. Our intention is to work in partnership with the research community to continually review, enhance and renew our provision, ensuring it remains relevant, responsive and valuable.
- Use evaluation, consultation and participant feedback as integral parts of programme development.
- Engage researchers and research professionals as partners in shaping priorities and future provision.
- Regularly review our portfolio against emerging evidence, institutional priorities and sector best practice.
