Residential Gradschool at Buckland Hall 2013

Buckland Hall, July 2013

Buckland Hall, July 2013

At the beginning of July, Plymouth University in collaboration with UWE, Bristol put on a four day residential course for doctoral researchers at the fabulous Buckland Hall in the Brecon Beacons. This course is designed to give researchers the time and space to reflect on their development to date and to spend time in the company of other researchers thinking about where their research might take them. The overall theme of the course was “Building a reputation as a researcher”. Running through the programme were several topics that underpin this; communication of research, collaboration with others and understanding what drives you as a researcher.

Here is an outline programme that gives a flavour of what we were doing.

A big part of the success of this event is the venue itself, it really does make a difference to how the participants react. An interesting venue historically, Buckland Hall is now operated as a retreat/wedding venue. What’s great about it is that with groups the size that we have (36 researchers and a team of around 8 staff) you get exclusive use. The staff are brilliant achieving the seemingly impossible balance between being terribly efficient, catering for all your needs yet being almost out of sight the entire stay. As a course organiser I can’t tell you how valuable that is! The other feature of this venue is the ethos, the place runs on trust – trust bar, no room keys, treat the place as your own etc. and the organic vegetarian cuisine.

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Having the right venue is one thing but you have to come up with a programme that is right for your participants. We’ve a lot of experience running these type of courses (since 2003 in fact) and many of them have been based on the renowned Vitae GRADSchool model.

Over the past few years we have been hacking the format in part because of the diverse nature of our participants who on average tend to be older, international and from a wide range of disciplines. A further success factor in a course like this is a good balance of facilitators who understand doctoral researchers and their research.


Course team L-R Julia Crocker, Chris Russell, Helen Frisby, Mandy Burns, Neil Willey and Sarah Kearns


The majority of the participants on this course arrived on the coach that we laid on (from Plymouth via Bristol). No sooner than they had arrived then they were faced with me introducing them to the next four days. Here’s that slideshow.

Day 1. Getting to know you.

Like most courses you go on, the majority of your fellow participants are not known to you so inevitably there is a need to spend some time ingratiating yourself with others. We achieved this by doing three basic things; 1) running an icebreaker (building a giraffe), 2) establishing ‘home’ groups and 3) running an interview workshop.

The idea behind the interview workshop, given the demographic of the participants, was to run it as a familiarisation of each others research exercise rather than a full on “this is how you perform at interviews”. I think that this worked, some folks certainly appreciated the chance to practice talking about their research and others found it fascinating to observe others being interviewed.

Day 2. Connecting with others

There were three main things covered on the second day, some grounding principles in communicating research (start with why), establishing buddy pairs and the collaboration challenge.

I started out the day by showing a short TED talk by Steven Addis. The take home message from this wasn’t about photography but rather to become aware of how our perspectives on things change over time and that we should be proactive in thinking about where it takes us.

I then spoke about communicating research and the need to be clear about the “why” of your research, that it is important to be able to make your work accessible and that the easiest way to do that was to use stories. Simon Sinek featured heavily in my presentation because I think his model of communication works just as well for academic researchers. Here’s the slides I used to support this session:

Along with focussing on the why I also made the assertion that “Storytelling is everything“. A video that helps convey that is by Scott Berkun who is talking about a fast paced presentation format called “Ignite” (a derivative of Pecha Kucha).

We followed this session by borrowing an idea from the Vitae Leadership in Action course, to use each other as sources of feedback in mentoring or “buddy” pairs. Chris Russell facilitated this session using, among other things, the GROW coaching model.

The afternoon session was facilitated by Neil Willey who is an experienced researcher who has and is working on a number of large collaborative research projects. Participants used the statements they generated in the morning to propose a research project involving multiple discplines.

Day 3. Motivations and communicating in an accessible way

There was a change of pace on the third day of the course to something more introspective. It was known that tackling the subject of motivations and values is risky which presents a difficulty in how to pitch it to a diverse audience. For me it was important to explore for the following reasons; reconnecting with your motivation to follow a research path is beneficial during a doctorate when things aren’t going so well, it is also good to understand “what feeds your soul” when thinking about future career choices. I also believe that it is good to recognise why you do what you do (helps the communication thing!).

I talked about a model from Stephen R. Covey’s book The seven habits of highly effective people which is taken from the first habit “be proactive”.

The model is illustrated was the Circle of Concern vs the Circle of Influence.

We spent some time introducing the concept of Social Enterprise to set up the session on the final day.  This dovetails neatly with the exploration of motivations and values and also opens up a horizon for researchers that they may not have considered before. Here’s a few resources that cover what I had to say.

Facts and figures about social enterprise in the UK

The concept of social entrepreneurship – tackling challenges across the globe

Why social enterprise makes sense.

The 2 minute thesis

In the afternoon we changed gear and Sarah Kearns handed the groups a video camera with only one instruction: Go away and draft, rehearse and record your thesis in a 2 minute presentation.

Day 4. Looking to the future

The final day was all about how you could use your skills developed as a researcher in the future maybe outside of academic research.

The day started with a little bit of motivation courtesy of the Do Lectures – The Path of a doer

The common good

This session is aimed at raising awareness of social enterprise, a different way of doing business, for researchers. It is a case study that I, with the help of two colleagues Paul Toombs and Janet Wilkinson, authored back in 2010 and made available nationally through Vitae. The thinking behind this is that there are many attributes shared by social entrepreneurs and researchers; both are passionate problem solvers, both are motivated by making a difference, both are extremely resilient to challenges and hurdles. I used the following slides to introduce the session.

Some hints and tips about running a social enterprise…

As ever, the participants on the course generated some fantastic ideas and developed them into some serious proposals.

Final thoughts and further resources



Simon Sinek – Start with why: How great leaders inspire everyone to take action

Robert Ashton – How to be a social entrepreneur, make money and change the world

Robert Dunn & Chris Durkin – Social entrepreneurship: A skills approach

Muhammed Yunus – Creating a world without poverty: Social business and the future of capitalism

Jorgen Wolff – Creativity now: Get inspired, create ideas and make them happen!

John Elkington and Pamela Hartigan – The Power of Unreasonable People: How Social Entrepreneurs Create Markets That Change the World

Bobette Buster – Do Story: How to tell your story so the world listens

Robert Poynton – Do Improvise: Less push. More pause. Better results. A new approach to work (and life)

Mark Shayler – Do Disrupt: Change the status quo or become it

Social innovation and researchers at Southampton Solent #SSURE13

social innovation

Key words and phrase around social innovation

On Tuesday of this week I attended the Research and Enterprise Conference held at Southampton Solent University (#SSURE13). I had been invited to speak on social innovation, enterprise and researchers based on some of my previous work in this area. It was nice to be asked to contribute my thoughts on the topic, recognition I suppose for the enthusiasm I have for social innovation and how researchers can contribute to that agenda.

This was the programme for the day.

I had a mixed audience comprising of doctoral students, academics and professional support staff and so I tried to cover what I believe to be important to the success of researchers. The slides I used to support my talk are embedded below.

I started out by introducing a few of the phrases that I was going to cover – about half of the audience had heard of the term “social enterprise” and only a minority had an understanding of the term “social innovation“. I also talked a bit about what I think is important both personally (what I stand for) and professionally (who I am). I then highlighted the important outcome of a doctoral degree, that of a skilled researcher. I argued that most of the skills acquired by researchers occur as a natural consequence of working on a research project and that the role of skills developers like myself was to help researchers to understand what is happening to them, to encourage them to recognise the importance of this development and to find a vocabulary to communicate this to others. The Vitae Researcher Development Framework (RDF) is a useful tool to help researchers contextualise this development journey.

I then focussed on the development of enterprise skills with doctoral researchers – how the typical stereotype of a researcher is one of a lack of commercial awareness, a naivety with respect to how private sector organisations operate. I suggested that this is an unfair representation of the state of play, more that researchers do understand profit maximising business models but are just not inspired by that approach and are motivated by other factors.

I believe that most researchers are motivated by their research endeavours, to make a contribution to the body of knowledge, to generate new ideas that make some sort of difference to the world in which we live. Rarely are researchers motivated by being rich and famous! This led me to talk about why I believe that social enterprise is a pretty good vehicle to engage researchers with the idea that generation of profit is not necessarily a bad thing, that different models of business can generate social value and make that all important difference to society. I used this video, “Society Profits”, produced by Social Enterprise UK to illustrate my point.

I talked about a number of social enterprises, briefly explaining the business model behind each one: Jamie Oliver’s Fifteen Restaurant, The Eden Project, Divine Chocolate, The Big Issue, Give Me Tap and a social enterprise in Southampton Who Made Your Pants.

It has been said that the key criteria for success in social enterprise are Resources, Expertise, Passion, and Contribution. My experience of talking to many social entrepreneurs is that the Passion and the motivation to make the Contribution are the key drivers to making the “social” bit of the social enterprise work and that the skills, expertise and general nous about how to run a business are things that can be learned if not already known. It is for this reason that I think researchers would be well placed to start a social enterprise should they choose to.

I then moved on to explain that social enterprise is just one way of tackling some of the social/environmental problems we face and that it is one strand of a much larger concept, social innovation. I started by talking about Professor Muhammad Yunus and the journey he started in the 1970s that began the microfinance movement. I used the following video to support that…

Social innovation isn’t new, it is a concept that has been around for quite some time although I believe that the term and the challenges we face as a society have brought about a renewed interest and explosion of activity. I used one (of many) definitions of social innovation to make a point about the place that researchers and universities have in this endeavour.

innovative activities and services that are motivated by the goal of meeting a social need and that are predominantly developed and diffused through organisations whose primary purposes are social. [Social Innovation: What it is, why it matters and how it can be accelerated]

Therefore, I posit that universities are indeed organisations whose primary purposes are social and that the research undertaken within is inherently motivated by the goal of meeting a social need. Research is a key strand of social innovation and, more importantly, researchers have a valuable set of skills, knowledge, attributes to bring to the table in collaboration with others in order to tackle the grand challenges.

I talked a little about how the common features of contemporary social innovation are important to understand:- (full source paper here)

  • Cross-sectoral
  • Open and collaborative
  • Grassroots and bottom-up
  • Pro-sumption and co-production
  • Mutualism
  • Creates new roles and relationships
  • Better use of assets and resources
  • Develops assets and capabilities

This ties in neatly with the approaches that universities and researchers need to adopt to tackle the grand challenges – I used the cross council priorities from the UK Research Councils to illustrate with a particular nod to the Lifelong health and wellbeing priority.

I ended my talk by referring back to the quote from Peter Drucker …

The problem in my life and other people’s lives is not the absence of knowing what to do, but the absence of doing it.

Researchers are often not short of great ideas, they are fantastic problem solvers. Though sometimes, just sometimes, we need to be reminded that we have to implement the ideas to make that difference in society.

Further links/resources

Vitae – National organisation supporting the skills development of researchers

Social Enterprise UK – National organisation promoting social enterprise

Development resources for researchers on social enterprise UWE, Bristol/Vitae

HEFCE/UNLTD Support for Social Enterprise Start up in Universities

Guardian Social Enterprise Network

Pioneers Post – A web magazine for social innovation/enterprise
Social Innovation Europe – Europe wide resource for social innovation
Social Innovation Exchange – A global network for those interest in social innovation

The Socially Innovative Researcher

Social Innovation word cloudRecently I directed a course entitled “The Socially Innovative Researcher” in the Chancellors Conference Centre in Manchester. I was joined by a team of experienced colleagues from the University of Manchester (Dr Jim Boran, Dr Lynn Clark, Dr Emily McIntosh & Elizabeth Wilkinson) and the wider Vitae network (Dr Chris Russell, Dr Nathan Ryder & Janet Wilkinson) as well as some inspirational visiting speakers (thank you Andrew Thorp and Phil Tulba) to help me deliver aspects of the course and guide the participants through the programme.

This course was designed to help researchers understand more about social innovation and social entrepreneurship. These are relatively new terms to describe the discovery or generation of new ideas that work to solve social and/or environmental challenges. It is important to raise awareness of social innovation because I believe that social innovation is probably the most important factor in meeting the economic and social challenges of the future.

So why run a course about social innovation with academic researchers? I’ve got form in this area having co-produced development materials aimed at researchers on the topic of social enterprise, a short course designed to raise awareness of social enterprise, a different way of doing business. I know that some folks have heard of social enterprise but don’t really understand how it works, this article from the Guardian this week highlights the issue. In the UK and Europe, there are lots of organisations promoting social enterprise as an alternative way of creating sustainable ventures that deliver social change and there is a particular push for universities through schemes such as the social entrepreneurship awards offered by HEFCE and UnLtd.

However, for this particular course I decided to broaden the theme to social innovation because I believe that research is a pivotal strand of social innovation – researchers are fantastic at generating new ideas to tackle problems that society faces and are generally motivated by a desire to make a difference in society.  I used the prezi below to set out my vision for the course.

Socially innovative researcher course introduction

One of the most inspiring people I have read about is Muhammad Yunus, a former academic who proposed and implemented a socially innovative solution to help poor women in Bangladesh start their own businesses. The following video takes up the story and gives an overview of social entrepreneurship…

The theme of the course is encapsulated by a quote from the playwright George Bernard Shaw

The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.

I like this, it resonates strongly with my experience within academia, most researchers are passionate about what they do- they want to see their ideas make an impact in the world.

I decided to divide the course into themes covering motivations and values on day 1, creative problem solving and social impact on day 2 with the final day being about putting ideas into action. Here’s the programme that covers all that!

Day 1 – Motivations & Values

The thinking behind this theme for the day was to test the assertion that researchers are not motivated by fame and fortune; that there is a more altruistic driver behind this career choice. The following quotes sum up the day.

“People don’t buy what you do; people buy why you do it.” – Simon Sinek

“Think like a wise man but communicate in the language of the people” – W B Yeats

The first session focussed on communicating research in an authentic way. I like to use a model proposed by Simon Sinek, Start with why, because I think it works really well for the academic environment. I’ve written a fuller explanation here. The slides used in this session are below:

The afternoon session designed to explore the motivations and values of researchers, to think about what drives us to do what we do. Dr Lynn Clark facilitated this fascinating session and introduced a model that helps to focus on the positives; appreciative enquiry. The theme that resonated for me was her assertion that “diversity managed well leads to innovation”; here are her slides.

The first guest speaker for the programme was Andrew Thorp from MoJoyourbusiness who talked about the power of using stories to convey authenticity and purpose. What I liked about Andrew’s presentation is that he recapped many of the concepts explored earlier in the day with a slightly different perspective. His presentation is below…

I did film Andrew’s presentation but managed to overwrite the file (I had a rare technological disaster!). However, here is Andrew talking about similar themes in another interview.

Day 2 – Creative problem solving

This theme was reflect the changing nature of research, more research is inter disciplinary, more of our grand challenges require different perspectives and points of view to generate the kinds of sustainable solutions that are required. It is sometimes difficult to see this wider picture when immersed in the gritty details of our research. The following quotes sum up the day…

“If at first the idea is not absurd, then there is no hope for it.” – Albert Einstein

“The best way to have a good idea is to have lots of ideas.” – Linus Pauling

Day 2 started with a recap of the course so far and I showed two videos to join days 1 & 2 together. The first is by Steven Addis and was selected because of the nature of the story behind the pictures – how powerful it was that these were not just moments in time but a record of changing perspectives.

The second short video used was by Derek Sivers, for me it represented how easy it is for us to take our own perspectives of things for granted as being the way things are.

The first session of the day was introduced by Dr Chris Russell, from ThinkInspireCreate, to take the participants through a model of the creative process purportedly used by Walt Disney – Dreamer, Realist, Critic using some of the current affairs on the news that day. This was a good warm up exercise for researchers, many of whom are much more comfortable taking the role of critically appraising others ideas, by using topics that were not necessarily anything to do with research.

This led to the main exercise of the morning, led by Dr Jim Boran, to generate some research proposals/questions around a grand challenge of an ageing population using a process called the Research Sandpit. This is an intensive process often used by the UK Research Councils to generate interdisciplinary research ideas that are funded in response to broad areas of interest.

Here’s a prezi that summarises the activity.

After lunch was to take the outputs generated from the morning activity to explore the potential impact and the resources needed to achieve that. This is absolutely vital in preparing research proposals for funders who will want applicants to map out The pathways to impact of the work that they hope to undertake, they will want you to demonstrate that you have accounted for the necessary resources to deliver on the project. The impact of potential solutions are also critical to social innovation, no good having an idea if it doesn’t achieve any kind of change. The session was facilitated by Janet Wilkinson from ThreeTimesThree using a a moveable mind mapping tool called Ketso (itself a socially innovative idea from academia) to help participants to interrogate their plans, to pose the right sorts of questions to identify areas for further scrutiny.

The second invited speaker was Phil Tulba, a social entrepreneur, to talk through a number of key concepts that are important in achieving social change using Adrenaline Alley as an example. The prezi that Phil used is below.

And here is the video of Phil explaining all…

Day 3 – Putting ideas into action

The idea behind day 3 was to draw all of the concepts explored thus far and bring them together in an activity that was designed to raise awareness of a different way of doing business, social enterprise. It is often said of researchers that they are not aware of how business operates and/or they lack the commercial awareness to see their ideas implemented in wider society. I think this is disingenuous, I believe that most researchers are all too aware of how business operates, they are just not inspired by it so pay it little attention. The purpose of this exercise was to show researchers that not all business is counter productive to good research. The following quotes inspired the approach for the day.

“I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.” – Leonardo Da Vinci

“The problem in my life and other people’s lives is not the absence of knowing what to do, but the absence of doing it.” – Peter Drucker

To recap and to point to the activities of the day I showed a short video about doing, “The Path of a Doer” from the Do Lectures.

The morning session was focussed on generating socially innovative ideas in different setting to that of research, to consider ideas that could feasibly be launched as sustainable ventures. The skills, competencies, attributes and behavious that we explored on the previous two days all come into play in this exercise by bringing like minded individuals together to develop an idea. It was facilitated by Dr Nathan Ryder, a freelance consultant in the field of researcher development.

As part of this exercise, a video was shown of some social entrepreneurs who explain more about social enterprise and how it can help to change things.

The slides for the presentation used in this session can be found below.

The last session of the day was designed to provide participants with an overview of the practical steps of taking an idea from a concept through to a full proposal, in other words how to make things happen. Dr Rick Watson from NovoModo and David Smith from InnovationWorks in partnership with the University of Manchester Innovation Group (UMI3) gave a quick tour of a toolkit they call the Social Enterprise Brief Case to assist academic researchers to take their ideas forward. Details of the scheme they are promoting were circulated via e-mail to the participants.

Further resources

A number of participants wanted some further links to the background information and books referred to that underpinned this course, here’s a list:-

One or two folks commented on the eclectic range of music that emanated from my laptop during the three days:- for those interested here’s an approximate playlist on spotify 

All about ASH

On Friday last (15th April) I attended a “Policy & Practice Think Tank” day hosted at the University of Oxford, part of a project called ASHPIT (Arts, Social Sciences & Humanities Policy & practice Implementation Think Tank). The theme of this gathering was enterprise, considering how to engage researchers from the Arts, Social Sciences & Humanities disciplines in the development of skills relating to entrepreneurship & enterprise.

I was asked to contribute because of my involvement in a project to develop resources on Social Enterprise which has now been released through the national Vitae networks and so I gave a short presentation of why we set about developing those resources in the first place. The presentation I gave can be found below.

 There are many links to video resources contained within the presentation, click on the images to find out more!

There were two main things that came out of the day for me, one that I was happy with and the other left me feeling perplexed.

Firstly, there was a lot of interest in using social enterprise as a way to engage researchers, my basic argument is that many researchers are not inspired by attempts to improve their skills in enterprise, not because they don’t understand business and the commercial environment (I’m pretty sure that most researchers have a pretty good grasp of profit maximising business models) but are not driven or inspired by that culture. The difference with social enterprises is that whilst they are businesses that trade for profit, it is what happens to the profit that is inspiring. It is good to know that researchers feel inspired by solving problems in society.

The second thing for me was the underlying assumption that the discussions of the day seemed to propagate and it is this that has left me feeling uncomfortable. There were a few discussions around the need to create generic skills development resources and materials that are ‘specifically targeted towards the Arts, Social Sciences & Humanities disciplines’. I couldn’t help but question why. Why is there a perception that all skills development resources are only suited for researchers in STEM subjects (Science Technology, Engineering & Mathematics)? I’m not convinced that skills developers in ASH subjects need to reinvent their development programmes to accommodate discipline specific sensitivities. After all, a good generic development resource that is well facilitated will de facto span all disciplines…

But then I am a trained scientist so maybe I just don’t understand where the ASH researchers are coming from?