Translating technology: Infrastructure literacy for researchers

Sara in StockholmSara King is an eResearch Analyst with Australia’s academic and research network provider, AARNet. She has extensive experience in researcher engagement and training, with expertise in research data and technologies in the Humanities and Social Science (HASS) research areas.

She has built this expertise through university lecturing, working with libraries and as a curator for the National Archives of Australia.

Sara is building networks to lower barriers to digital research methods and tools. You can find her on Twitter at @sarasrking. Her ORCID is 0000-0003-3199-5592.


Photo by Nathan Dumlao | unsplash.com

Do you wonder about the difference between coding and programming? Are you new to these concepts?

If you hear the word kernel, do you think about corn before you think about computing? Do you have maths trauma, believe in the ‘geek’ gene, stare blankly at people who mention operating systems, the command line or bandwidth?

Or maybe you think smart phones are ‘magic’ and that a ‘black box’ is an aviation term?

In short, does technology give you the heebie jeebies and you’d rather not think about it?

We need to talk.

This year I started a new job. Like really new. A job my dad doesn’t understand. After almost 10 years working in archives, I came to Australia’s Academic and Research Network (AARNet) with a bag full of 20th century skills like map handling and retrieving paper records from storage.

Before that I worked in a library. Before that I did a PhD, well before Research Data Management was a thing, just as libraries and archives had started digitising collection items. I wouldn’t call myself technical, but after working with digital materials as a curator, I got a little bit of a bug. Later on I heard about ‘Digital Humanities’ and worked on a ‘Digital Treasures’ project, curated some online exhibitions and dealt with some eye-poppingly large archival quality audiovisual files that took days to upload. The potential of digitised collections in research got me really excited.

In 2018, I was lucky to work with the Tinker team, creating the beginning of a digital lab for Humanities, Arts & Social Sciences (HASS) research, and supporting collecting institutions to work more closely with researchers. During that year I learnt the term ‘tech curious’ which described me to a tee. Read more of this post

A sting in the tail: The poisonous uncertainty of Australia’s research grants process

This guest post has been written by the ARC Tracker. We don’t know who they are, but we like what they are doing.

ARC Tracker is part human, part bot. The human part tracks Australian Research Council funding outcomes, and the bot checks the Council’s website for outcome announcements every minute. ARC Tracker is not an official part of the Australian Research Council system. You can find @ARC_Tracker on Twitter.


'Rejected' - the ARC Tracker's avatarImagine you’re running a small business. But imagine you only have one customer, and there’s only a one-in-five chance of getting a contract with them each year.

Obviously, you plough huge, disproportionate effort into getting that contract. But you’ve missed out for a couple of years. Will you have to lay off staff? Can you stay in business? Amidst this pressure, imagine the customer delays: “maybe I’ll let you know sometime in summer”.

Summer comes and goes. Nothing. The uncertainty is too much for key staff, and they leave. You can’t hire anyone to replace them, and the weeks drag on. You’re desperate.

All Governments recognise how such massive uncertainty kills businesses. Yet the Australian Government subjects its top researchers to this every year.

Uncertainty is fundamental to research. Without it, research wouldn’t exist. But just like in business, uncertainty in funding is poison. Research is done by people, and this uncertainty poisons their planning, competitiveness, collaborations, motivation for research, personal lives and mental health.

This poison runs through Australia’s research grants process from start to finish. But the finish is venomously uncertain, and for no good reason. My Twitter account tries to construct a tiny bit of certainty in these often desperate, delirious months of uninformed chaos.

But the real antidote is so simple and easy to administer. Read more of this post

How to write a successful ethics application

Dr Kathryn Snow is an epidemiologist whose work focuses on vulnerable populations.

She has a particular interest in tuberculosis, viral hepatitis, adolescent health, and the health of people in criminal justice settings.

Kat advises colleagues from diverse backgrounds on research ethics, study design, and data analysis.

She tweets from @epi_punk.


The word “ethics” strikes fear into the hearts of most early career researchers.

Some of the reasons are beyond our control, but there’s actually a lot we can do to make our own experiences of the ethics approval process less painful.

Photo from Bernard Hermant | unsplash.com

Photo from Bernard Hermant | unsplash.com

I’m writing this from two perspectives: as an early career researcher (I finished my PhD in 2019), and as a committee member (I’ve sat on an ethics advisory group since the start of my PhD in 2014).

The job of ethics committees is to identify the possible risks in a project, and then assess whether the research team:

  1. are aware of the risks.
  2. are taking appropriate steps to minimise them.
  3. have a plan to handle anything that does go wrong.

To do this, ethics committees need information. If you want your ethics application to get through the process as quickly as possible, you need to give the committee enough detail so that they understand your project and how you are managing any risks.

Getting your application as right as possible the first time makes the whole process go more quickly. If you don’t provide enough information, the committee will come back with questions. You may need to resubmit your application to the next meeting, which could be a month or two away.

Spending more time on your application for the first meeting can save you months later on! Read more of this post

Research as a game of empire

Dr Luca Morini is a Research Fellow at the Centre for Global Learning Education and Attainment of Coventry University.

He holds a Master’s Degree in Psychology and a Doctorate in Education and Communication, obtained researching into the social, cultural and pedagogical dynamics which occur in Do-It-Yourself amateur game design communities. A bit like punk rock, but geekier.

His current areas of interest intercultural education, critical pedagogy, systems thinking and the globalisation of higher education (HE).

Luca tweets from @LucaMorini11.


First of all, an introductory note: to propose a one-size-fits-all definition of colonialism would be itself quite a colonial approach, and I would instead prefer to point you at this extensive reading list.

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

For the purpose of this article, it will suffice to say that colonialism is about the oppressive domination of lands and people as much as it is about those people’s alienation from selves, identities, historical heritages and ways of knowing, to paraphrase Ngũgĩ wa Thiong’o. Decolonisation is therefore an effort towards deconstructing structures of oppression as much as it is about making visible the deep histories of identities, cultures, knowledge and institutions (which in turn makes accusations of “tearing down history” either misinformed or disingenuous).

If you would prefer to explore this field of work with a specific focus on the University, pick up “Decolonising the University”, edited by Gurminder Bhambra, Kerem Nişancıoğlu and Dalia Gebrial.

My contribution is nothing more than an attempt to open those conversation to researchers in general.

Second, a necessary disclaimer: I am yet another white, European, cisgender, heterosexual, able-bodied, decently salaried guy. While I undeniably benefit from past and present forms of colonialism, I also think that they immeasurably impoverish all of us. Indeed, they impoverish the whole world, simply by “ruling out” alternative ways of existing. While this is true in all fields, my experience most closely pertains to the field of Higher Education and Research (and, more specifically, Research on Higher Education), which is particularly dangerous due its positioning as a key engine of social replication and production.

It’s a colonially structured research community, and research assessment and funding criteria can’t help but perpetuate colonial patterns of inequality.

While I have previously discussed the impact of competitive dynamics on staff wellbeing, this post focuses on competition in research and, in particular, its colonial dimension. Again, my argument will echo the language of game design, one that is both accessible and, for historical reasons, replete with colonial metaphors. This approach seems even more fitting when discussing research, with all its pervasive scores, rules and rankings, or as I have started to call them the ‘Three Colonial Rulings’. Read more of this post

ERA and Gender Equity-ish

Associate Professor Sandy O’Sullivan is an Aboriginal (Wiradjuri) person, and identifies as transgender/non-binary (they/them/theirs).

Sandy is Deputy Head of the School of Creative Industries at the University of the Sunshine Coast, and part of the team at the national social media platform: IndigenousX.

For 27 years, they have taught and researched across gender and sexuality, the body, performance, design and First Nations’ representation, and hold a practice-focused PhD across these intersecting areas.

Sandy tweets from @sandyosullivan.


Last week, the Australian Research Council (ARC) released their Gender and the Research Workforce report.

While it appropriately positions the need for direct action in providing support to increase the national participation rates of female researchers, there’s an entire group of researchers missing from the analysis, graphs, and the resolutions of gender parity announced on the 10th of October by the Minister for Education.

For ten years, the Australian Research Council has used a tool connecting researcher, research and institution, in the measurement of Excellence in Research for Australia (ERA). Their reporting on gender found in this week’s report is derived entirely from the data gathered in ERA.

ERA aims to identify and promote excellence across the full spectrum of research activity, including both discovery and applied research, within Australian higher education institutions.

ERA has aided the sector in understanding the demographics, influence and reach of those research contributions, with the analysis in this week’s report clearly recognising the need to increase opportunities for women engaged in research.

As a response to the report, the Minister for Education, Hon Dan Tehan MP and Melissa McIntosh MP announced support measures for greater participation by women. This included the appointment of Australian Laureate Fellows, Professor Belinda Medlyn (WSU) and Professor Lynette Russell (Monash) – both exemplary researchers and champions in the participation of women in research – to ‘act as ambassadors to promote up-and-coming women in research’.

This is great news for women, for research, and for society in general. We need greater participation by researchers who are women, and this report and the ministerial announcements go some way to acknowledging and addressing this. However, in the same report, researchers who do not identify within the gender binary have no clear representation, and no opportunity for meaningful measurement, response or supported action.

So, who is missing from the review, and what does this mean for ensuring gender equity? Read more of this post

Getting your crowd-funding project off the ground

Lauren GawneLauren Gawne is a David Myers Research Fellow at La Trobe University. Her research focuses on grammar and gesture in Tibetan languages of Nepal. She is one half of Lingthusiasm, a podcast that is enthusiastic about linguistics, with Gretchen McCulloch. You can find bonus episodes on Patreon, and they also have a range of stylish merch. Lauren also runs the blog Superlinguo and By Lingo for The Big Issue (Australia).

She tweets from @superlinguo, and through the Lingthusiasm Twitter account, @lingthusiasm. Her ORCID is: 0000-0003-4930-4673.


Lingthusiasm banner | Image courtesy of Lauren Gawne.

Crowdfunding a project is a great way for your research, or research communication, to connect with a wider audience. Sometimes, it’s the only way to make a project happen if it doesn’t fit into traditional funding models.

Crowd-funding can also support projects that are joyful or beautiful, which are not standard grant metrics. Crowd-funding is not a panacea for the continued shortfall in government and philanthropic funding, but it is an exciting tool for research.

Jonathan has already written a great introduction to patronage as a funding model. This could be a one-off campaign on Kickstarter or Pozible, or a monthly subscription type project through platforms like Patreon or Substack. If you have an idea for a project, this post has some advice for how to think about setting up a crowd-funded project. The patronage model isn’t for everyone, but I’ve enjoyed learning how to run a project in a way that draws on business planning as well as the usual project planning that I do as an academic.  Read more of this post

How do we support research engagement?

Joann CattlinJoann Cattlin is project manager on the Innovative Learning Environments and Teacher Change project, an ARC Linkage project at the University of Melbourne.

Building engagement is central to her role in coordinating the team of 20 researchers and 17 partners across four countries. The project has achieved significant collaboration with partners and has generated international interest from other researchers, industry and community.

She has worked as a researcher and project manager for the last 10 years and was previously an academic librarian. Joann received a Universitas 21 scholarship to undertake this study tour and is conducting ongoing research on the link between project management approaches and engagement. Joann is presenting case studies from her trip at the ARMS conference in Adelaide. You can find her on Twitter at @jocattlin.


Shape Lab at MoMA, by Michael Nagle and MoMAlearning on Flickr.

Research engagement is a government priority in many countries. While the requirements differ, there is a growing body of research and practice that can help inform how we respond.

In June 2019, I visited eight universities in Canada and the USA and met with 65 managers and academics to find out what  how research engagement was supported in North America.

North American context

In Canada and the USA, the drivers for research engagement are a combination of funder requirements, mission-driven community engagement and growth of research partnerships. In Canada, research engagement – or knowledge mobilisation – has been a requirement of major government grants for over 10 years. In the USA, the National Science Foundation is the only funder requiring engagement or broader impacts.

Universities have developed a range of responses to support researchers and there are also networks and communities of practice like Research Impact Canada and the National Alliance for Broader Impacts.

I met with research managers and academics within central research offices, faculties and research centres across a range of disciplines, which provided me with a detailed snapshot of what engagement looks like in practice. I was interested in the way universities structured support within both centralised and devolved structures, and how they addressed the common challenge of connecting researchers and professionals across complex and often siloed organisation.

Four key areas emerged: Read more of this post