Join us on Bluesky on Wednesday 25th June 2025 at 2000 BST

Led by Dr Maisha Islam, Research Culture Lead for Equality, Diversity and Inclusion at the University of Southampton’s Doctoral College, @maishaislam.bsky.social

---

“So, what is it that you actually do?’

That was the question posed to me when I introduced myself as a Research Culture Lead for Equality, Diversity and Inclusion. While it might have come across as slightly patronising, I’ve come to see it as a well-intentioned query – and one that highlights a broader issue: the term ‘research culture’ still feels like a bit of a fuzzword. Despite growing attention across the sector, and with institutions preparing for the next Research Excellence Framework (REF) in 2029 – where ‘People, Culture and Environment’ (PCE) will sit alongside outputs and impact – the concept remains elusive to many.

Despite some ‘fuzziness’ to the term ‘research culture’, The Royal Society definition offers a useful (and widely referenced) starting point:

“Research culture encompasses the behaviours, values, expectations, attitudes and norms of our research communities.”

As a social justice researcher, I approach research culture through an equity lens. That perspective shapes how I understand what research culture is — and what it could be. In that context, I found Dr Natalie Marchant’s framing of research culture particularly valuable. Her approach offers a more grounded and actionable vision of what a positive research culture looks like and how it functions:

• Actively promote collaboration, transparency, and open communication in research practices.
• Recognise and celebrate diverse contributions to research, including those from research support staff and underrepresented groups.
• Engage in ongoing dialogue with colleagues to identify and address systemic barriers to inclusion.
• Support initiatives that prioritise the well-being and professional development of researchers at all career stages, especially those early in their career.
• Invest in yourself and the people around you by taking advantage of training opportunities and engaging in two-way feedback.

Research Culture spotlight – Postgraduate Research (PGR) students

In answer to the question which opened this blog, I have the privilege of working to ensure that the research culture for current (and prospective) PGR students, at the University of Southampton’s Doctoral College, is one that is accessible, diverse, inclusive and collaborative. This has included:

1. Introducing an award-winning PGR Student Partners scheme – a paid, partnership opportunity for our PhD students to work collaboratively with us on our projects with an equality, diversity and inclusion (EDI) focus. This has resulted in several co-authored research and outputs including an investigation of Black and Asian PGR student experience, and broader understandings of PGR research culture.

2. Developing a suite of activity to ‘demystify the PhD’ and support underrepresented students’ decision making related to PGR. This includes providing information workshops, an online module, and ‘Progress to PhD’ peer-mentoring scheme with the aim of widening access into postgraduate research.

The increased focus on research culture is often accompanied by a rhetoric of organisations increasing their profitability and holding a competitive edge. Whilst it is true that there is a link between inclusivity, innovation and income, it would be remiss to make the case for developing inclusive and positive research cultures on this basis or even as the driving motivation to doing so. The reality is that deep-rooted inequities persist across our research and academic environments. Addressing them shouldn’t require a business case. It’s simply the right thing to do.

As a minoritised researcher, it is not surprising that nearly two-thirds of researchers report witnessing bullying or harassment, and 43% experience it themselves. This may explain why PGR satisfaction scores around research culture and community have remained strikingly low over the past five years. Therefore, for those early on in their careers, occupying marginalised identity markers, and/or are working in precarious conditions, our research culture seems stuck in peer review stage – eternally in a ‘revise and resubmit’ cycle.

So, with all this talk about “changing research culture” – making it more inclusive, more supportive, more sustainable – how do we actually do that? Who gets to decide what the culture should be? How might these ideas apply to technologists/technicians, librarians, academic developers? I’d love to hear your thoughts!

Join me on 25^th June 2025 for #LTHEchat to talk all things ‘research culture’!

Guest Biography

Bio:

Dr Maisha Islam is the Research Culture Lead for Equality, Diversity and Inclusion at the University of Southampton’s Doctoral College. Her research areas of interest and expertise centre student engagement, and racial and religious equity in higher education. She is a co-editor of the recently published book ‘Uncovering Islamophobia in Higher Education: Supporting the success of Muslim students and staff’, and co-Chair of a Research England/Office for Students Steering Group seeking to improve access and participation of racially minoritised students in postgraduate research.

@maishaislam.bsky.social

Questions and chat

• Q1 How would you define “research culture” in your context? Is it something you feel part of?
• Q2 In your opinion, what stakeholder groups are neglected in research culture-related activity?
• Q3 In an ever-evolving and turbulent HE sector, what do you believe to be the biggest threat(s) to enabling an inclusive research culture?
• Q4 Can you give any examples within or outside your university/context which resulted in positive changes in research culture recently?
• Q5 As the People, Culture and Environment (PCE) element of REF 2029 is being piloted, what key indicators do you think should be used to assess and evaluate research culture?
• Q6 If you could change one thing about research culture in HE, what would it be — and why?