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Rapport de l'EUA-CDE (2026) | Doctoral collaboration with society: Drivers, success factors and ways forward

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Rapport de l'EUA-CDE (2026) | Doctoral collaboration with society: Drivers, success factors and ways forward

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Ce rapport européen explore comment la formation doctorale s'associe aux acteurs hors académie (entreprises, ministères, municipalités, hôpitaux, ONG, etc.) pour co-créer des savoirs, innover et répondre aux défis de la société. Il analyse les moteurs de ces partenariats, les compétences clés des doctorants (comme les soft skills) et propose des solutions concrètes pour surmonter les obstacles politiques, juridiques ou culturels.

Il a été rédigé par un groupe de pairs thématique (Thematic Peer Group) du Conseil pour l'éducation doctorale de l'Association européenne des universités (EUA-CDE).

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Doctoral collaboration with society: Drivers, success factors and ways forward

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En tant que membre de la communauté HES-SO, vous pouvez accéder gratuitement au e-learning auto-rythmé conçu par le Centre de compétences duales HES-SO : "Introduction à la MdC" !

Visionnez et téléchargez ce flyer pour en savoir plus.

Rendez-vous ici pour vous inscrire à la plateforme d'apprentissage et recevoir votre clé d'accès à Moodle !

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Open (Research) Data en sciences citoyennes

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Open (Research) Data en sciences citoyennes

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Les exigences relatives aux projets de sciences citoyennes sont élevées. Les données ouvertes – Open (Research) Data – jouent un rôle central pour garantir la transparence et la durabilité. Mais comment mettre en œuvre les principes des données ouvertes dès le début d'un projet ?

La « Boussole : données ouvertes et sciences citoyennes » offre une orientation. Elle présente les principes fondamentaux et fournit des informations importantes sur le sujet. Pour approfondir la navigation, le document comprend un glossaire avec des définitions, des indications et des références à des outils pertinents, de A comme « accessibilité » à Z comme « Zenodo ».

Le document « Boussole : données ouvertes et sciences citoyennes - Un guide pour débutant·e·s» s'appuie sur la série d'événements « Open Data in Citizen Science » et s'adresse aux coordinateurs et responsables de projets de sciences citoyennes qui ont peu ou pas d'expérience dans ce domaine.

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Les exigences relatives aux projets de sciences citoyennes sont élevées. Les données ouvertes - Open (Research) Data - jouent un rôle central dans la création de la transparence et de la durabilité. Les principes des données ouvertes doivent être pris en compte dès le début dans les projets de sciences citoyennes. Pour faciliter cela, le " boussole données ouvertes et sciences citoyennes " fournit un fil conducteur pour débuter. Ce guide présente les principes fondamentaux et les connaissances importantes sur le thème des données ouvertes. Pour approfondir la navigation, il comprend un glossaire avec des explications de termes, des remarques et des références à des outils pertinents, allant de thèmes tels que l'anonymisation et l'éthique numérique à des référentiels tels que Zenodo.

Le " Boussole : données ouvertes et sciences citoyennes - Un guide pour débutant·e·s " s'appuie sur la série d'événements " Open Data in Citizen Science " du groupe de travail Citizen Science D-A-CH. Ce groupe réunit différentes personnes engagées dans le domaine des sciences citoyennes, venant d'Allemagne, d'Autriche et de la Suisse. Il vise à renforcer la coopération dans l'espace germanophone, à exploiter les synergies, à partager les bonnes pratiques et à favoriser des échanges informels et directs. Le boussole s'adresse aux coordinateurs de sciences citoyennes et aux responsables de projets qui ont peu ou pas d'expérience dans ce domaine. La version originale (en allemand) se trouve ici: https://zenodo.org/records/17802533

Bon voyage - étape par étape vers la mise en œuvre et la promotion des pratiques de données ouvertes dans les sciences citoyennes !

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Boussole : données ouvertes et sciences citoyennes - Un guide pour débutant·e·s

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Les exigences relatives aux projets de sciences citoyennes sont élevées. Les données ouvertes - Open (Research) Data - jouent un rôle central dans la création de la transparence et de la durabilité. Les principes des données ouvertes doivent être pris en compte dès le début dans les projets de sciences citoyennes.

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Cet outil est conçu pour vous accompagner dans la réflexion sur les différentes manières de mobiliser les connaissances. En explorant les dimensions proposées, vous posez les bases d’un plan de mobilisation cohérent et adapté à vos objectifs. Tous les éléments abordés ne s’appliquent pas nécessairement à chaque projet : vous êtes invité·e à les adapter en fonction de vos réalités. Un outil élaboré dans le cadre du e-learning Introduction à la mobilisation des connaissances, conçu par le Centre de compétences duales HES-SO.

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This Guide supports University of Calgary staff, faculty, researchers, students, and partners to budget for their knowledge mobilization (KMb) strategies and plans.

Although project activities often dictate how and what to budget for, it is easy to overlook important aspects of KMb that should have dedicated funding. It is also important to remember that planning for KMb – including its budgeting – should be an iterative process across any project or program lifecycle. As KMb needs and plans evolve, so do spending requirements.

Remember: the most important part of both a successful proposal and a successful KMb strategy is to ensure that they are contextualized to your audiences, your project, and the impact(s) you are looking to make.

Each KMb budget will look quite different – there is no one-size-fits-all approach.

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This Guide offers suggestions for planning and resourcing your KMb activities. It has not been designed with any particular grant or funding opportunity in mind. Pay careful attention to your particular opportunity’s budgetary requirements, categories, allowances, and/or restrictions.

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Guide pour structurer la planification et l’évaluation de vos stratégies de mobilisation des connaissances (Fr)

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Guide pour structurer la planification et l’évaluation de vos stratégies de mobilisation des connaissances (Fr)

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Le présent guide a été développé pour soutenir votre appropriation du cadre de référence pour la planification et l’évaluation des stratégies de mobilisation des connaissances dans le domaine social. Ce cadre a été développé dans le contexte d’un projet de recherche financé par une subvention du Conseil de recherches en sciences humaines du Canada (CRSH) et un fonds de démarrage de l'Équipe RENARD (FRQ-SC).

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SciComm Courses CH

Sur la plateforme SciComm Courses CH, vous pouvez trouver de nombreux cours et événements pour la formation et le perfectionnement dans le domaine de la communication scientifique en Suisse.

Tu es chercheur·euse et tu souhaites acquérir les bases de la communication scientifique ?

Tu es communicateur·trice dans l'enseignement supérieur ou scientifique et tu aimerais mettre des connaissances à jour ?

Tu as toujours voulu suivre un cours de montage vidéo ? Communiquer tes recherches sur Wikipedia ? Ou améliorer tes compétences sur les médias sociaux ?

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Boost your SciComm skills – find your course!

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Discover courses, events and more on science communication in Switzerland at ScienceComm Courses CH.

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10 Principes suisses en science citoyenne

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10 Principes suisses en science citoyenne

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En se basant sur les principes suisses de sciences citoyennes et sur le feedback de la communauté, Tous scientifiques et Citizen Science Zurich ont développé ensemble une check-list interactive qui t'aide à planifier et à mettre en œuvre des projets de recherche participative. La check-list propose des questions de réflexion qui incitent à réfléchir aux éléments clés de la conception de projets participatifs, des conseils et des indications pour la mise en œuvre ainsi que des informations complémentaires et des liens vers des ressources utiles.

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Tu trouveras ici des informations sur les méthodes et les outils qui soutiennent concrètement les projets de recherche participative et de sciences citoyennes. Es-tu en train d'élaborer un concept pour un projet de sciences citoyennes et tu te demandes si tu as pensé à tout pour que ton projet s…

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Sharing scientific evidence with policymakers

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Sharing scientific evidence with policymakers

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This guide explains how EU funded research and innovation projects can create a clear, impactful policy brief that informs policy.

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Sharing scientific evidence with policymakers

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Guide on writing policy briefs for impact

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Expertise scientifique dans les médias

Né de la collaboration entre les universités et hautes écoles de Suisse romande et italienne, la Radio Télévision Suisse (RTS) ainsi que la Radiotelevisione svizzera (RSI), ce site rassemble plusieurs milliers d’interventions d'universitaires qui analysent l’actualité dans tous les domaines, de façon simple et scientifique.

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Avis d’expert-es- | Expertise scientifique dans les médias

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Né de la collaboration entre les universités et hautes écoles de Suisse romande et italienne, la Radio Télévision Suisse (RTS) ainsi que la Radiotelevisione svizzera (RSI), ce site rassemble plusieurs milliers d’interventions d’universitaires qui analysent l’actualité dans tous les domaines, de façon simple et scientifique.

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Les ressources de réseau Research Impact Canada - de la recherche à l'action

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Les ressources de réseau Research Impact Canada - de la recherche à l'action

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Cette page fournit des outils pour planifier, s’informer sur les efforts déployés dans les milieux universitaires, sans but lucratif, corporatifs et gouvernementaux, et affiner vos compétences en matière de mobilisation des connaissances.

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Bienvenue à notre page de ressources ! Les outils suivants sont conçus pour faciliter vos activités de mobilisation des connaissances !

La mobilisation des connaissances consiste à transmettre la " bonne information " aux " bonnes personnes ", dans le " bon format " et au " bon moment ". Il s'agit d'activités qui augmentent la sensibilisation, diffusent les résultats et permettent l'utilisation de la recherche. L'objectif consiste à maximiser l'impact de la recherche et à communiquer ces impacts de façon large. Le terme "mobilisation des connaissances" peut être utilisé de manière interchangeable avec d'autres termes tels que l'échange des connaissances, l'application des connaissances, la science de la mise en œuvre et la *C.

Cette page fournit des outils pour planifier, s'informer sur les efforts déployés dans les milieux universitaires, sans but lucratif, corporatifs et gouvernementaux, et affiner vos compétences en matière de mobilisation des connaissances.

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Bienvenue à notre page de ressources ! Les outils suivants sont conçus pour faciliter vos activités de mobilisation des connaissances ! La mobilisation des connaissances consiste à transmettre la " bonne information " aux " bonnes personnes ", dans le " bon format " et au " bon moment ".

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50 Essentials on Science Communication (EN)

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50 Essentials on Science Communication (EN)

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50 Essentials on Science Communication (2024)

Edited by: Jean Paul Bertemes , Serge Haan and Dirk Hans

In collaboration with: University of Luxembourg and Luxembourg National Research Fund About this book

Science communication is becoming increasingly important. Research institutions, scientists and science communicators want to engage with society, share their knowledge and build trust. At the same time, it is about competition for research funds and top personnel. So how do you get it right – and what do you need to consider when developing your communication strategy?

This handy and entertaining book provides the basics of goal-oriented science communication. It is aimed at career-building scientists and anyone who wants to take their first steps in the field of science communication. Experienced international authors in the field share their essential thoughts on important aspects of contemporary science communication.

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Citizen Science in Practice: How (not) to Fail?

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Citizen Science in Practice: How (not) to Fail?

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Turcati, L., Millour, A., Debailly, R., Fort, K., Steinhausser, A., Biets, C. and Dozières, A. (2025) ‘Citizen Science in Practice: How (not) to Fail?’, Citizen Science: Theory and Practice, 10(1), p. 14.

Un article qui s'inscrit dans la "culture de l'erreur" en citizen science. L'objectif n'est pas de donner des solutions, mais de mettre en lumière les difficultés et pièges fréquents rencontrés par les porteurs de projets.

Les points saillants incluent:

• Les erreurs "simples" à éviter (ex: penser que simplifier la tâche assure la participation, ou que la SC est "bon marché").

• Les incertitudes inhérentes aux projets, qui nécessitent de la plasticité et une adaptation constante.

• Comment les difficultés peuvent parfois avoir des conséquences positives inattendues (ex: appropriation par les bénévoles, nouvelles pistes de recherche).

L'article valorise l'apprentissage par l'expérimentation et les ajustements, encourageant le partage transparent des difficultés pour le bénéfice de toute la communauté.

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Une Plateforme créée par la HETS-FR !

La recherche-action est une démarche et non​ pas une méthode;  elle offre par conséquent une grande marge de manœuvre et d'importantes libertés lors de la conception et l'actualisation du design méthodologique afin d'offrir et d'adapter des espaces participatifs aux différents types d'acteurs concernés.

Selon les contextes, les besoins et réalités des acteurs mobilisés et les finalités de la recherche (production et  transformation envisagées), il est possible de puiser dans différents registres méthodologiques (qualitatif, quantitatif, participatif) et de mobiliser de multiples outils ; certains d'entre eux ont été ajustés, voire produits au cours d'un processus de recherche.

L'objectif de cette rubrique est de présenter les principaux outils employés dans les démarches de recherche-action et de mettre à disposition des articles, ainsi que des fiches, rédigées par des auteur-e-s au profil varié, permettant de se familiariser avec eux et/ou d'approfondir certains aspects particuliers.

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Boîte à outils : Intruments et méthodes de recherche-action

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Modèle de plan de mobilisation des connaissances  (Fr)

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Modèle de plan de mobilisation des connaissances  (Fr)

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Le présent formulaire peut vous aider à réfléchir aux différentes façons de mobiliser les connaissances et à créer un plan solide pour aller de l’avant. Si vous envisagez plusieurs publics cibles, il faudrait remplir des plans individuels pour guider les activités spécifiques destinées à chacun de ces groupes d’utilisateurs de connaissances. Vous pouvez aussi consulter l’annexe A pour vous y retrouver dans les différentes stratégies pour joindre divers publics.

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Décloisonner les savoirs - Retours d'expériences de recherches collaboratives

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Décloisonner les savoirs - Retours d'expériences de recherches collaboratives

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Pierre Artois, Jacques Moriau, Martin Wagener (dir.) (2025). Décloisonner les savoirs - Retours d'expériences de recherches collaboratives. Editions de l’Université de Bruxelles. coll. Sociologie et anthropologie n°23.

La recherche collaborative prend aujourd'hui de plus en plus d’importance. Cet ouvrage explore ses richesses et ses défis, où chercheurs académiques et acteurs de terrain coconstruisent le savoir.

À travers une série de retours d'expérience au sein des secteurs de l’action sociale et de la santé, les auteurs interrogent la place de la recherche non académique dans un monde en mutation. Ils y décryptent les obstacles, les dynamiques politiques et les opportunités qu’offre la recherche collaborative pour répondre à des problématiques sociales complexes. Une lecture indispensable pour quiconque souhaite mieux comprendre ce dialogue entre science et société, et s’outiller pour mener des projets innovants et ancrés dans la réalité.

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Pierre Artois, Jacques Moriau, Martin Wagener - La recherche collaborative prend aujourd’hui de plus en plus d’importance. Cet ouvrage explore ses richesses et ses défis, où chercheurs académiques et acteurs de terrain coconstruisent le savoir.

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Guide pédagogique sur la mobilisation des connaissances (Fr)

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Guide pédagogique sur la mobilisation des connaissances (Fr)

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Dancause, L. (2023). Guide pédagogique sur la mobilisation des connaissances. LIRES.

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Sous la direction de Linda Cardinal et Jason Luckerhoff

Auteur : Luc Dancause

Ce guide est le fruit d'un effort collectif et soutenu fourni par les membres de nombreuses institutions universitaires (UQTR, UOF, AUF) et collégiales (La Cité) ainsi que d'organisations des milieux de pratique (TIESS, Humanovis). Nous remercions également le Secrétariat du Québec aux relations canadiennes (SQRC) de même que le Conseil de recherches en sciences humaines du Canada (CRSH) pour avoir rendu ce projet possible.

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Guide pédagogique sur la mobilisation des connaissances

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Sous la direction de Linda Cardinal et Jason Luckerhoff Auteur : Luc Dancause Ce guide est le fruit d'un effort collectif et soutenu fourni par les membres de nombreuses institutions universitaires (UQTR, UOF, AUF) et collégiales (La Cité) ainsi que d'organisations des milieux de pratique (TIESS, Humanovis).

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Innovation Booster Technologie et Handicap - Un dispositif, des personnes engagées et des projets pour une innovation sociale par la science

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Innovation Booster Technologie et Handicap - Un dispositif, des personnes engagées et des projets pour une innovation sociale par la science

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Nanchen, B., Bovigny-Sandoz, S., Bussy, G., Fragnière, E., Mizeret, J., Weissbrodt, R. et Rullac, S. (dir. (2024).Innovation Booster Technologie Et handicap : Un Dispositif, Des Personnes Engagées et des Projets Pour Une innovation Sociale Par la science.Éditions Sociographe.

Cet ouvrage collectif plonge au cœur des enjeux liés à l’innovation technologique pour améliorer la vie des personnes en situation de handicap. S’appuyant sur le programme Innovation Booster Technologie et Handicap, il propose une réflexion approfondie sur la co-création et la conception inclusive, mettant en avant la nécessité d’impliquer les personnes concernées à chaque étape du processus. Les autrices et auteurs, issus de divers horizons, abordent les défis éthiques et sociaux des dispositifs d’assistance, tout en illustrant comment des collaborations transdisciplinaires permettent de développer des technologies innovantes et adaptées. À travers des études de cas concrètes, ce livre démontre comment l’innovation peut transformer le quotidien et promouvoir une inclusion véritable. Destiné aux personnes concernées, aux chercheuses et chercheurs, aux professionnelles et professionnels du secteur médico-social et aux décideuses et décideurs politiques, cet ouvrage offre des pistes d’actions concrètes pour contribuer à une société plus accessible et équitable.

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Boîte à outils : Mobiliser et transférer des connaissances scientifiques en contexte numérique

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Boîte à outils : Mobiliser et transférer des connaissances scientifiques en contexte numérique

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Cette boîte à outils de l'Institut National de la recherche scientifique du Québec propose une liste de ressources pour orienter les démarches de mobilisation et de transfert de connaissances scientifiques en contexte numérique.

Elle s’adresse aux personnes qui cherchent à :

identifier les bonnes pratiques de transfert des connaissances via les médias numériques (réseaux socionumériques, plateformes numériques, applications mobiles, blogues, sites Web, etc.);

dégager des lignes directrices pour bien réussir sa démarche de mobilisation de connaissances en contexte numérique;

sélectionner les outils numériques appropriés en fonction des objectifs, du contexte et des modalités de sa recherche.

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Cette boîte à outils propose une liste de ressources pour orienter les démarches de mobilisation et de transfert de connaissances scientifiques en contexte numérique.

identifier les bonnes pratiques de transfert des connaissances via les médias numériques (réseaux socionumériques, plateformes numériques, applications mobiles, blogues, sites Web, etc.);

dégager des lignes directrices pour bien réussir sa démarche de mobilisation de connaissances en contexte numérique;

sélectionner les outils numériques appropriés en fonction des objectifs, du contexte et des modalités de sa recherche.

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Guides SDIS: Boîte à outils : Mobiliser et transférer des connaissances scientifiques en contexte numérique: Introduction

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Mobilisation et transfert des connaissances

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Webinaire: Mobilisation des connaissances - Planifier et exécuter nos actions (Fr)

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Webinaire: Mobilisation des connaissances - Planifier et exécuter nos actions (Fr)

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Webinaire (45min.) proposé par la SSF ( Société Santé en Français) et présenté par Mylène Dault, consultant en MdC & Melissa Jennings du Centre d'excellence de l'Ontario en santé mentale des enfants et des adolescents. Ce webinaire présente les étapes charnières d’une planification de la mobilisation des connaissances ainsi que les aspects importants de la mise à l’action.  Grâce à l’outil concret développé par le Centre d’excellence de l’Ontario en santé mentale des enfants et des adolescents, vous apprendrez à mieux planifier vos actions afin d’atteindre les résultats escomptés.

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Mobilisation des connaissances - Planifier et exécuter nos actions

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How to engage stakeholders in research: design principles to support improvement (En)

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How to engage stakeholders in research: design principles to support improvement (En)

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A la page 7, une liste de principes pour favoriser l'engagement des parties prenantes dans un projet de recherche est particulièrement utile.

Boaz, A., Hanney, S., Borst, R., O’Shea, A. et Kok, M. (2018). How to engage stakeholders in research:
Design principles to support improvement. Health Research Policy and Systems, 16(1), art. 60.

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Show authors

Health Research Policy and Systems 16, Article number: 60 (2018) Cite this article

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Abstract

Background

Closing the gap between research production and research use is a key challenge for the health research system. Stakeholder engagement is being increasingly promoted across the board by health research funding organisations, and indeed by many researchers themselves, as an important pathway to achieving impact. This opinion piece draws on a study of stakeholder engagement in research and a systematic literature search conducted as part of the study.

Main body

This paper provides a short conceptualisation of stakeholder engagement, followed by 'design principles' that we put forward based on a combination of existing literature and new empirical insights from our recently completed longitudinal study of stakeholder engagement. The design principles for stakeholder engagement are organised into three groups, namely organisational, values and practices. The organisational principles are to clarify the objectives of stakeholder engagement; embed stakeholder engagement in a framework or model of research use; identify the necessary resources for stakeholder engagement; put in place plans for organisational learning and rewarding of effective stakeholder engagement; and to recognise that some stakeholders have the potential to play a key role. The principles relating to values are to foster shared commitment to the values and objectives of stakeholder engagement in the project team; share understanding that stakeholder engagement is often about more than individuals; encourage individual stakeholders and their organisations to value engagement; recognise potential tension between productivity and inclusion; and to generate a shared commitment to sustained and continuous stakeholder engagement. Finally, in terms of practices, the principles suggest that it is important to plan stakeholder engagement activity as part of the research programme of work; build flexibility within the research process to accommodate engagement and the outcomes of engagement; consider how input from stakeholders can be gathered systematically to meet objectives; consider how input from stakeholders can be collated, analysed and used; and to recognise that identification and involvement of stakeholders is an iterative and ongoing process.

Conclusion

It is anticipated that the principles will be useful in planning stakeholder engagement activity within research programmes and in monitoring and evaluating stakeholder engagement. A next step will be to address the remaining gap in the stakeholder engagement literature concerned with how we assess the impact of stakeholder engagement on research use.

Peer Review reports

Background

Closing the gap between research production and research use is a key challenge for the health research system. Stakeholder engagement is being increasingly promoted across the board by health research funding organisations, and indeed by many researchers themselves, as an important pathway to achieving impact [ 1]. The literature is diverse, with a rapidly expanding but still relatively small number of papers specifically referring to 'stakeholder engagement', and a larger number of publications discussing issues that at least partly overlap with stakeholder engagement. Several of the papers explicitly analysing stakeholder engagement come from the field of environmental research (e.g. Jolibert and Wesselink [ 2], Phillipson et al. [ 3]). However, stakeholder engagement is also gaining traction in the health field. A recent supplement in this journal consolidated learning relating to tools and approaches to stakeholder engagement within the United Kingdom Department for International Development's Future Health Systems research consortium [ 4]. In particular, in health, there is an important stream of analysis from North America. A review for the United States Agency for Healthcare Research and Quality drew on papers from a range of fields [ 5].

This opinion piece provides a short conceptualisation of stakeholder engagement, followed by 'design principles' that we put forward based on a combination of existing literature and new empirical insights from our recently completed longitudinal study of stakeholder engagement in research. We have drawn on a systematic literature search conducted to inform the wider study and in particular to conceptualise stakeholder engagement (Additional file 1).

Literature review

Conceptualising stakeholder engagement: What does the literature say?

Stakeholders have been defined as " individuals, organizations or communities that have a direct interest in the process and outcomes of a project, research or policy endeavor" ([ 6], p. 5). In seeking to conceptualise stakeholders, Concannon et al. [ 7] developed the 7Ps Framework to identify stakeholders in Patient-Centered Outcomes Research and Comparative Effectiveness Research in the United States of America. The 7Ps are patients and the public, providers, purchasers, payers, public policy-makers and policy advocates working in the non-governmental sector, product makers, and principal investigators. The seven categories signal an overlap with the large literature on patient and public involvement (PPI) in research. However, our focus here is on multi-stakeholder engagement, where diverse groups of stakeholders take part in the research process. Deverka et al. [ 6] define engagement as " an iterative process of actively soliciting the knowledge, experience, judgment and values of individuals selected to represent a broad range of direct interest in a particular issue, for the dual purposes of: creating a shared understanding; making relevant, transparent and effective decisions" ([ 6], p. 5).

Roles, activities and phases of stakeholder engagement: What does the literature say?

There are additional issues about the definition of stakeholder engagement when the nature of the engagement activities is considered. For example, there are issues about how far co-creation/participatory action research approaches can be considered to be stakeholder engagement or something so far beyond the usual stakeholder engagement that they are really in a different category [ 8]. Similarly, there is a large and currently distinct literature on PPI in research [ 9], including the development of reporting guidelines such as GRIPP2 [ 10]. There are a number of parallels in the issues discussed in these literatures as well as some interesting differences (particularly in terms of power inequalities). However, herein, we conceptualise PPI as a subset of stakeholder engagement in-line with most of the literature, including Concannon et al. [ 7].

Most of the stakeholder engagement literature highlights the broad range of activities in which stakeholders can engage depending on their own skills and attributes and the capacity and wishes of the researchers conducting specific studies. At the broadest level of a research system, or research funding body, Lomas [ 11] claimed there were many activities in which stakeholders could be engaged in a 'linkage and exchange' approach for health services research. These were setting priorities, funding programmes, assessing applications, conducting research and communicating findings. The importance of engaging a wide range of stakeholders in priority-setting has often been emphasised. The pioneering study by Kogan and Henkel [ 12] analysed both the importance of engaging policy-makers in setting research agendas to meet their needs, and the obstacles to making the process work well. These obstacles included issues around how far the assessment of needs-based research should focus on the relevance and practical impact of the research as well as its scientific merit. Many of the more recent studies explicitly examining stakeholder engagement also set out a range of activities in which stakeholders may be involved. These are often related to phases of the research processes. Concannon et al. [ 7] provide a list of roles related to stages and used the identified roles in a subsequent review [ 13].

Knowledge translation (KT) is one of many terms used to describe efforts to ensure research evidence is used to inform decision-making [ 14]. Although the importance of engaging stakeholders in KT is recognised, it has been acknowledged that stakeholder engagement is often overlooked in favour of more conventional dissemination strategies [ 15]. Integrated KT has been developed as an approach to collaborative research in which researchers work with stakeholders who identify a problem and have the influence and sometimes authority to implement the knowledge generated through research [ 16, 17]. Grimshaw et al. [ 14] argue that different groups of stakeholders are likely to be engaged depending on the type of research that is being translated.

Assessing the impact of stakeholder engagement: What does the literature say?

A final consideration about the nature of the body of literature specifically on stakeholder engagement is that not only is it still quite limited in total, but there are also notable areas where authors claim it is particularly sparse. In particular, Hinchcliff et al. [ 18] examined the literature on multi-stakeholder health services research collaborations in an attempt to address the question of whether it was worth investing in them. They identified very few studies (Harvey et al's. [ 19] 2011 evaluation of a Collaboration for Leadership in Applied Health Research and Care being one exception) and concluded that their generalisability was questionable. They therefore suggested that " The lack of reliable evidence compels implementers to rely largely on trial and error, risking variable success" ([ 18], p. 124).

The nature of engagement activity is less contentious than the arguments about its potential impact. Research impacts on non-academic audiences are defined by the United Kingdom Higher Education Funding Council as: " benefits to one or more areas of the economy, society, culture, public policy and services, health, production, environment, international development or quality of life, whether locally, regionally, nationally or internationally" [ 20]. Various studies have attempted to assess a range of impacts of research (especially health research) and/or attempted to identify facilitators and barriers of research use in policy-making. There are also a growing number of reviews of such studies [ 21, 22, 23, 24, 25, 26, 27]. While these are not explicitly studies of stakeholder engagement, many of them have identified some form of collaboration between researchers and users as one of the factors most likely to lead to the research making an impact. However, this wider range of literature does not go into detail in terms of analysing the nature of the processes of stakeholder engagement that leads to impact.

Studies specifically focusing on the impact of stakeholder engagement are less common, although it is a growing area of interest [ 28, 29]. Jolibert and Wesselink [ 2] found a few examples of impact, but suggested ways to increase impact through what they describe as sustained interactions. Concannon et al. concluded that approximately 20% of their study participants " reported that stakeholder engagement improved the relevance of research, increased stakeholder trust... enhanced mutual learning by stakeholders, and researchers about each other, or improved research adoption" ([ 13], p. 1697), whereas 6% reported improved transparency and 9% increased understanding of research processes. Also, while Forsythe et al. referred to a lack of evidence about impact, they also observed that " Commonly reported contributions included changes to project methods, outcomes or goals; improvement of measurement tools; and interpretation of qualitative data" ([ 30], p. 13). In the United States, the Center for Medical Technology Policy website makes a strong statement about the impact of stakeholder engagement: " Including the perspectives of all key stakeholders has powerful benefits, enhancing both the short- and long-term relevance of clinical research efforts" [ 31].

Assessing the impact of stakeholder engagement: a new study

Given the diversity of stakeholder engagement and the thin evidence base for its impact, our study set out to identify a set of indicators that might be used to identify stakeholder engagement with potential for impact. We identified a study called the European study on Quantifying Utility of Investment in Protection from Tobacco (EQUIPT) and then conducted our own study, Stakeholder Engagement in EQUIPT (SEE-Impact) as a prospective study of stakeholder engagement running alongside. EQUIPT, a major European Commission (EC) - funded project, aimed to achieve impact through extensive stakeholder engagement. Both studies are briefly described in Box 1.

The results of the EQUIPT study have now been published [ 32, 33] and a full account of the main methods from SEE-Impact have been submitted for publication. Papers on the full findings are being finalised. Herein, our aim is to address the statement in our original funding proposal in 2013 that it should be possible to identify aspects of the stakeholder engagement (and perhaps other features of the processes) that might be viewed as intermediate indicators of the eventual impact achieved.

Our analysis of the complex and nuanced process of stakeholder engagement has resulted not in a list of indicators, but in a set of design principles. We hope that these design principles will help to inform the future development of stakeholder engagement as a mechanism for promoting research impact. These principles, rooted in both the existing literature and in the findings from our prospective study of stakeholder engagement, are intended to inform the planning and delivery of stakeholder engagement activities. It is anticipated that they will also provide a structure for building a narrative account of stakeholder engagement as part of an evaluation of an individual project or programme. They might also provide a starting point for the development of future indicators.

Design principles for stakeholder engagement in research

The project team (comprising members of the SEE-Impact research team and collaborators from EQUIPT) met for a 2 day analysis workshop. One aim of the workshop was to begin to build a consensus among the team on what seemed to be the key design principles emerging from the SEE-Impact data and the on-going literature review. SEE-Impact data included observational data, interviews and document analysis. The research team continued to develop the principles through an ongoing period of deliberation, informed by the impact study and the literature. As part of this process, the principles were categorised into three groups, namely organisational, values and practices.

In this section, we first present empirical evidence from the SEE-Impact study that informed our development of the design principles. We then briefly summarise published evidence for each group of design principles in order to situate them in the wider literature.

Design principles and empirical evidence from the stakeholder engagement in EQUIPT for impact (SEE-impact) study

The stakeholder engagement study (SEE-Impact) and the project being studied (EQUIPT) are described in Box 1. In terms of the organisational level principles, the EQUIPT project objectives for stakeholder engagement were clear, as set out in the proposal, protocol and project documents [ 34]. The key aims of stakeholder engagement activity were to access the knowledge and skills (described in the protocol as co-creation innovation in the working space) and to increase influence and impact (described in the protocol as dissemination innovation in the transfer space through stakeholder engagement).

In terms of values, the commitment to stakeholder engagement was more clearly demonstrated by some of the EQUIPT project team members than others. For some team members, previous successful experience of an interactive form of working with stakeholders had built a commitment to this particular way of working. It also provided experience of practical elements of working with stakeholders, but perhaps most importantly lived experience of the practical benefits of engagement. For other members of the team, too, working with stakeholders fitted closely with their ethos and values. For example, the Hungarian team talked about their pragmatic approach to research and the need to conduct useful and usable research, with stakeholder engagement being a key component. However, a small group within the wider project team did not seem committed to ensuring stakeholder engagement remained a core element of the project. They favoured a particular, individualised approach to stakeholders and, over time, partially reshaped the stakeholder engagement activities to something more akin to research participation (that is, taking part in a research study as a means of generating specific data as determined by researchers, rather than as co-producers of research). Finally, not all stakeholders identified by the project team were interested in engaging with the project. In particular, the lack of policy priority given to smoking cessation (the focus of the return on investment (ROI) tool) made engagement of policy stakeholders in the Netherlands very difficult to achieve.

In terms of practices, while the EQUIPT project protocol did set out how the stakeholder engagement would operate [ 34], there was not as much flexibility as the investigators would have liked in terms of the project plan and this had an impact on the nature of the stakeholder engagement activities. In particular, time intensive methods of engagement originally proposed in the protocol (particularly the large number of face-to-face meetings) began to look unrealistic to members of the team. The lack of flexibility came in part from the funder. The EC told the project team at an early point that there was no scope for negotiation around the project end date. Thus, initial delays in the project put a strain on the project timetable and deliverables. Members of the team proposed a shift from face-to-face meetings with stakeholders to Skype meetings in an effort to 'catch up'. The technical team producing the new version of the ROI tool for roll out in Europe added to a sense of urgency in 'speeding up' the stakeholder engagement work with their need for data to feed into their work. Nevertheless, despite the practical difficulties, in EQUIPT, a significant amount of consideration had been given to stakeholder engagement, including planning how the input provided by stakeholders might be gathered, collated, analysed and used. Vokó et al. highlight that it is important to " fully analyse several aspects of stakeholder engagement in research" ([ 32], p. 15) and note that there is a tendency to ignore the value of early stakeholder engagement when it comes to development and transferability in the work of economic evaluation. EQUIPT's careful consideration and the methods adopted facilitated a much more rigorous approach to stakeholder engagement than is often experienced.

Design principles and supporting literature

The design principles for stakeholder engagement are organised into three groups, namely organisational, values and practices, albeit with some inevitable overlaps. We look at each category in turn, alongside a consideration of some of the relevant literature.

Organisational

1. 1)
Clarify the objectives of stakeholder engagement

2. 2)
Embed stakeholder engagement in a framework or model of research use

3. 3)
Identify the necessary resources for stakeholder engagement

4. 4)
Put in place plans for organisational learning and rewarding of effective stakeholder engagement

5. 5)
Recognise that some stakeholders have the potential to play a key role

Some examples from the literature

It is desirable to have a conceptual framework that situates stakeholder engagement as part of a plan for promoting research use in practice. Deverka et al. [ 6] proposed an 'analytic-deliberative' conceptual model for stakeholder engagement which " illustrates the inputs, methods and outputs relevant to CER [comparative effectiveness research]. The model differentiates methods at each stage of the project; depicts the relationship between components; and identifies outcome measures for evaluation of the process" ([ 6], p. 1). Furthermore, having a clear evaluation plan is considered critical. Concannon et al. recommended conducting " evaluative research on the impact of stakeholder engagement on the relevance, transparency and adoption of research" ([ 13], p. 1698). Esmail et al. argue that evaluations of stakeholder engagement should be " designed a priori as an embedded component of the research process" ([ 35], p. 142). They suggest that, where possible, evaluations should use predefined, validated tools. Jolibert and Wesselink [ 2] point out that linking stakeholders' contributions with specific research objectives is important in order to establish when and how to engage and with whom. They argue that, at the recruitment stage, stakeholders should be made aware of, for example, their role/s, what they could contribute, costs in terms of time and effort, and benefits. Concannon et al. also conclude that funding is needed " to account for the costs of implementing meaningful engagement activities" ([ 7], p. 989).

In a Canadian study looking at stakeholder involvement in KT as a means of leading to more evidence-informed healthcare, Holmes et al. [ 36] identify a range of complexities which, they argue, need to be taken into account by funding schemes in order to meet funders' and stakeholders' expected ROI. Stakeholder involvement in research and implementing its findings is complex and time consuming, and the authors recommend an advocacy role where funders support a range of activities to address barriers to effective KT. These include carrying out an assessment of stakeholders' KT needs " to identify gaps and opportunities and avoid duplication of efforts" ([ 36], p. 6). Kramer et al. [ 37] looked at the involvement of intermediary organisations as research partners on three interventions across four sectors, namely manufacturing, transportation, service and electrical utilities sectors. The authors describe the difficulties, benefits and challenges from the perspectives of both researchers and research partners and stress the importance of allowing the design of the protocol to be collaborative and flexible. Researchers need to honour, trust and respect their partners' knowledge and expertise, and take into account their needs and priorities. Failure to meet these criteria will significantly dampen stakeholders' enthusiasm. They also point out the importance of having a model of collaborative research with clear guidelines of how to conduct partnership research projects in order to further facilitate the use of research by practitioners. There would be an invested interest in " the research question, design and findings, and this would prove to be very valuable as a knowledge transfer strategy" ([ 37], p. 330).

The main literature on stakeholder analysis of policy-making is also useful for highlighting that some stakeholders have more potential to play a key role in the policy deliberations than others. For example, as part of their review of stakeholder analysis of health policy-making, Brugha and Varvasovszky [ 38] described an example in which the Hungarian Ministries of Finance and Industry were non-mobilised, high-influence, low-interest stakeholders in debates about public health interventions, but might, in some circumstances, become mobilised high-interest actors.

Values

1. 6)
Foster shared commitment to the values and objectives of stakeholder engagement in the project team

2. 7)
Share understanding that stakeholder engagement is often about more than individuals

3. 8)
Encourage individual stakeholders and their organisations to value engagement

4. 9)
Recognise potential tension between productivity and inclusion

5. 10)
Generate a shared commitment to sustained and continuous stakeholder engagement

Some examples from the literature

Concannon et al. [ 7] stress that researchers and stakeholders should be committed to the processes from the outset. Hinchcliff et al. [ 18] argue that it is important to define expectations and roles and provide time. Hering et al.'s [ 39] global study of water science and technology used stakeholder involvement in the objectives and approaches of the research for the co-production of knowledge as part of transdisciplinary research. Key aspects of particular value to the research included early identification and involvement of stakeholders, continuous engagement with stakeholders, and availability to stakeholders of supporting materials and in multiple languages. Mallery et al. recommend continuing to build trust with stakeholders " throughout the engagement process" ([ 5], p. 27).

Practices

1. 11)
Plan stakeholder engagement activity as part of the research programme of work

2. 12)
Build flexibility within the research process to accommodate engagement and the outcomes of engagement

3. 13)
Consider how input from stakeholders can be gathered systematically to meet objectives

4. 14)
Consider how input from stakeholders can be collated, analysed and used

5. 15)
Recognise identification and involvement of stakeholders is an iterative and ongoing process

Some examples from the literature

Forsythe et al. [ 30] highlight the importance of careful and strategic selection of stakeholders. As part of evidence and experience-based guidance to researchers and practice personnel about forming and carrying out effective research partnerships, Ovretveit et al. [ 40] developed a guide to categorise and describe types of partnerships or approaches to collaborative working. The guide sets out a framework for the roles and tasks, and the allocation of responsibilities for each partner involved. Roles and tasks are assigned to three main categories, namely questions, design and data, reporting and dissemination, and implementation and integration into organisation or policy. Concannon et al. [ 13] suggest the need to develop (and validate) stakeholder engagement tools to support engagement work. Forsythe et al. also stress the importance of " establishing 'parameters and expectations for roles', giving stakeholders guidance, and allowing time for stakeholders to 'get comfortable with their roles' as important tasks" ([ 30], p. 19).

The review of methods of stakeholder engagement conducted by Mallery et al. [ 5] identified a range of innovative methods and stressed the potential for engaging stakeholders at different points in the research process. The five methods highlighted for consideration were online collaborative forums, product development challenge contests, online communities, grassroots community organising and collaborative research. Jolibert and Wesselink [ 2] explored levels and types of stakeholder engagement in 38 EC-funded biodiversity research projects and the impacts of collaborative research on policy, society and science. They looked at how and when stakeholders were involved and the roles played, and argue that greater engagement throughout the whole of the research process, rather than, for example, at the dissemination stage, tends to lead to improved assessment of environmental change and effective policy proposals. Jolibert and Wesselink suggest, following Huberman's [ 41] work in education, that it is desirable to have 'sustained interactivity' between researchers and users. Concannon et al. suggest that " General principles can be drawn from community-based participatory research, which underscores that engagement is a relationship-building process" ([ 7], p. 988). They found that, if bi-directional relationships are sustained over time, stakeholders can serve as ambassadors for high-integrity evidence even where the findings are contrary to generally accepted beliefs. Hinchcliff et al. point to the importance of " building respect and trust through ongoing interaction" ([ 18], p. 125). Forsythe et al. flag up the importance of continuous involvement and using in-person contact to build relationships [ 30]. They also stress the value in having a flexible approach that can adapt to the practical needs of stakeholders. A recent supplement of this journal edited by Paina et al. [ 4] also highlighted the importance of flexibility in making space for stakeholder engagement in research processes.

Based on the literature and the application of initial principles to our study, we have developed the elaborated design principles presented in Box 2.

Conclusions

There is a growing interest in stakeholder engagement as a potentially promising approach to promoting research impact. There is also a developing literature mapping out who potential stakeholders might be (the 'who'), considering approaches to stakeholder engagement (the 'how') and identifying rationales for stakeholder engagement (the 'why'). In this paper, evidence from the literature around these dimensions has been combined with the findings from our study of stakeholder engagement in an EC-funded project to develop a set of design principles to inform future stakeholder engagement in research. The design principles encompass organisational factors, values and practices. We hope that the principles will be useful in planning stakeholder engagement activity within research programmes and in monitoring and evaluating stakeholder engagement. Active engagement of stakeholders may well shift our understanding of what research use looks like [ 39]. A next step will be to address the remaining gap in the stakeholder engagement literature concerned with how we assess the impact of stakeholder engagement on research use.

Box 1: Studying stakeholder engagement in tobacco control policy

EQUIPT: the European-study on Quantifying Utility of Investment in Protection from Tobacco

The EQUIPT study set out to work with stakeholders to develop a tool to help government officials, policy-makers and healthcare providers across Europe examine the cost effectiveness and impact of anti-smoking initiatives. The tool was developed as part of a €2 million European Commission grant. An earlier version had already been piloted with local authorities around the United Kingdom, with users able to draw on specific circumstances, statistics and data to predict the impact of tobacco control in their particular regions. The successful stakeholder engagement in the United Kingdom work encouraged the research team to fully integrate stakeholder engagement into the European study. In this study, the following stakeholders were identified: National and European stakeholders consisting of policy-makers, academics, health authorities, insurance companies, advocacy groups, ministries of finance, national committees, clinicians and health technology assessment (HTA) professionals, and experts on smoking cessation and HTA. Ninety three stakeholders took part. They were engaged in a variety of ways, including through one-to-one interviews, Skype meetings and events. Much of the engagement activity focused on the development of the return of investment tool for application in different countries.

SEE-Impact: Stakeholder Engagement in EQUIPT for Impact

SEE-IMPACT was a 3-year prospective study awarded £157,000 from the United Kingdom's Medical Research Council funding as part of their joint Methodology Programme with the National Institute for Health Research, earmarked to boost understanding of the impact of health-related studies on society and the economy. The study compared and contrasted the way the EQUIPT decision support tool was taken up in a further four European countries - Germany, Hungary, the Netherlands and Spain. The SEE-Impact study focused in particular on the ways in which stakeholders were engaged throughout the EQUIPT study. The study used a range of methods including interviews, surveys, observations and reviews of documents to develop a detailed understanding of how stakeholder engagement might work as a mechanism for promoting impact. An initial literature review on stakeholder engagement was used to distil a set of propositions for testing. Further details about the project can be found on the website of the MRC (now under United Kingdom Research and Innovation).

Box 2 Design principles for stakeholder engagement

Organisational

1) Clarify the objectives of stakeholder engagement

The objectives might be one or more of accessing knowledge and skills; supporting interpretation of the results and drafting recommendations; supporting future influence and impact on policy and practice; increasing recruitment/enabling research; supporting transferability. The objectives need to be shared then among all parties.

2) Embed stakeholder engagement in a framework or model of research use

There are a number of models and frameworks designed to show how stakeholders might be engaged in a way that helps increase the chances of research being used in policy and practice, for example, the linkage and exchange model [ 9]

3) Identify the necessary resources for stakeholder engagement

Resources to consider are budget, time, skills and competences to manage engagement

4) Put in place plans for organisational learning and rewarding of effective stakeholder engagement, for example, through appropriate evaluation of stakeholder engagement

5) Recognise that some stakeholders have the potential to play a key role

Identify those stakeholders who are particularly interested in being engaged and those who are likely to be influential. Depending on the objective of stakeholder engagement, they may provide the most useful input, and are most likely to play a key role in using the results; their engagement should be especially encouraged

Values

6) Foster shared commitment to the values and objectives of stakeholder engagement in the project team

Ideally, make sure the commitment is there from the outset [ 6]

7) Share understanding that stakeholder engagement is often about more than individuals

Consideration needs to be given to stakeholders' roles where they act as representatives - their power and influence within organisations and networks they represent and how these change over time

8) Encourage individual stakeholders and their organisations to value engagement

Support and build capacity for stakeholders and their organisations to engage

9) Recognise potential tension between productivity and inclusion

Engagement may lead to greater relevance and impact, but may have implications for productivity in meeting project objectives (for example, in a timely fashion). Engaging stakeholders, taking into account their needs and inputs and adjusting elements of the research project based on their feedback takes time and can slow down the research process

10) Generate a shared commitment to sustained and continuous stakeholder engagement

Project teams and stakeholders see the value of links between research producers and research users to build ongoing collaborations in order to meet the objectives

Practices

11) Plan stakeholder engagement activity as part of the research programme of work

This should be built into the project protocol or plan (see Pokhrel et al. [ 34])

12) Build flexibility within the research process to accommodate engagement and the outcomes of engagement

It will also be important to build in mechanisms to allow researchers to have the independence to articulate what is out of scope

13) Consider how input from stakeholders can be gathered systematically to meet objectives

The importance of some face-to-face contact and interactions should be considered

14) Consider how input from stakeholders can be collated, analysed and used

This important aspect of stakeholder engagement needs to be considered earlier than often happens

15) Recognising identification and involvement of stakeholders is an iterative and ongoing process

Ongoing interaction will be fostered by taking the time and creating the structures to build trustful relationships ([ 6, 12])

Abbreviations

EC:

European Commission

EQUIPT:

European-study on Quantifying Utility of Investment in Protection from Tobacco

KT:

Knowledge translation

PPI:

Patient and public involvement

ROI:

Return on investment

SEE-Impact:

Stakeholder Engagement in EQUIPT for Impact

References

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Acknowledgements

The authors would like to acknowledge the contribution of the EQUIPT team, in particular, the Principal Investigator Subhash Pokhrel.

Funding

The SEE-Impact study (Stakeholder Engagement in EQUIPT for Impact), received funding from the United Kingdom Medical Research Council to explore the engagement of stakeholders in the EQUIPT project.

The funding body had no role in the design of the study and collection, analysis, and interpretation of data and in writing the manuscript.

Author information

Authors and Affiliations

1. Faculty of Health, Social Care and Education, a partnership between Kingston University and St George's, University of London, London, United Kingdom

Annette Boaz & Alison O'Shea

2. Health Economics Research Group, Brunel University London, Uxbridge, United Kingdom

Stephen Hanney

3. Erasmus School of Health Policy & Management, Rotterdam, The Netherlands

Robert Borst

4. VU University Amsterdam, Amsterdam, The Netherlands

Maarten Kok

Contributions

AB and SH conceived of the study. All authors contributed to the design, data collection and analysis. An initial draft of the paper was produced by AB, with all authors contributing significantly to its development and revision. The final version has been approved by all authors.

Corresponding author

Correspondence to Annette Boaz.

Ethics declarations

Ethics approval and consent to participate

Ethical approval for the study entitled 'Stakeholder Engagement in EQUIPT for Impact (SEE-IMPACT)' was gained from the Research Ethics Committee, the Faculty of Health, Social Care and Education, St George's University of London and Kingston University, on 18th March 2014.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

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Boaz, A., Hanney, S., Borst, R. et al. How to engage stakeholders in research: design principles to support improvement. Health Res Policy Sys 16, 60 (2018). https://doi.org/10.1186/s12961-018-0337-6
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Keywords

Stakeholder Engagement

Build Flexibility

Value Engagement

Health Systems Research

Shared Commitment

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Cette liste de contrôle en cinq étapes vous guidera tout au long du processus en langage simple et vous aidera à développer un contenu adapté à votre organisation.

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A communication is in plain language if its wording, structure, and design are so clear that the intended readers can easily find what they need, understand what they find, and use that information.

Our five-step checklist will guide you through the plain language process and help you develop content that's right for your organization.

Step 1. Identify and describe the target audience.
Define the target groups that will use the document or website

List and prioritize top tasks by audience group

List what people need or need to know to complete the task

List characteristics of the groups that should influence design (for example, age, computer experience...)

The audience definition works when you know who you are and are not designing for, what they want to do, and what they know and need to learn.

Step 2: Structure the content to guide the reader through it

Organize the content so that it flows logically

Break content into short sections that reflect natural stopping points

Write headings that help readers predict what is coming up

The structure works when readers can quickly and confidently find the information they are looking for.

Step 3: Write the content in plain language
Keep it short and to the point

Write short but logical sentences

Present important information first in each section, subsection, and paragraph

Include the details that help the reader complete the task

Leave out details that don't help or may distract readers, even if they are interesting

Use transitions to connect ideas, sentences, paragraphs, or sections

Set a helpful tone

Use a conversational, rather than legal or bureaucratic tone
Pick the right words

Use strong verbs in the active voice

Use words the audience knows

Make titles or list elements parallel (for example, start each with a verb)

For websites: Match the link wording to landing page names

The language works when readers understand the words and grasp the intended message quickly and confidently.

Step 4: Use information design to help readers see and understand

Use headers and sub-headers to organize the information

Use typography (font size, color, bold, etc) to guide the reader's attention

Use whitespace to organize the information

Use images to make content easier to understand

The design works when users notice and use the signposts to move through the information efficiently.

Step 5: Work with the target user groups to test the design and content
Test the design at multiple points

Were audience needs, such as top tasks, prioritized based on user research?

Did you test navigation labels and information organization for predictability?

Did you test the content for readability and understandability?

Did you test the final product?

Use evidence-based testing strategies

Were the participants representative of the target groups?

Did you test your design and content with enough people?

How was understanding and ability to act measured?

Was there a before-and-after comparison to demonstrate improvement?

Check that the final product is useful and usable

Ask readers to describe who and what the document or site is intended for

Have them show you how they would find the information they want or need

Ask them to describe key concepts or processes in their own words

Observe whether target users can finish key tasks easily and confidently

Note where they stumble or misunderstand and rethink those parts of the site or document

The document or site works when target users can find what they need, understand what they find, and act on it confidently.

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A communication is in plain language if its wording, structure, and design are so clear that the intended readers can easily find what they need, understand what they find, and use that information. Our five-step checklist will guide you through the plain language process and help you develop con

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Cet aide-mémoire est un outil utile pour ceux qui créent des contenus écrits en anglais pour le grand public. On y aborde le choix des mots, le design des documents ainsi que certains principes de vulgarisation des connaissances. The Hospital for Sick Children (2014)

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3 fiches de synthèse : L'art de communiquer oralement sa recherche en conférence (Fr)

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3 fiches de synthèse : L'art de communiquer oralement sa recherche en conférence (Fr)

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Afin de vous aider à mieux communiquer avec votre audience, à capter et maintenir son attention, et à favoriser la compréhension et la mémorisation de votre présentation, l’agence PhDesign a préparé en 2023 une série de 3 fiches synthèses.

Le public visé: comment s’y prendre pour obtenir des informations sur le public cible? Quels sont les principes généraux de communication en fonction du type de public cible?

Les objectifs de la communication et le message clé: comment définir vos objectifs de communication? Votre message clé ? Comment déterminer la cohérence entre votre message clé et votre contexte de présentation ?

Le contenu de la communication : quelle est la structure optimale d’une présentation en conférence ? Quelles sont les bonnes pratiques dans la structure ? Comment finir une présentation ?

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L’art de communiquer oralement sa recherche en conférence: lancement de trois fiches synthèses pour vous soutenir dans votre préparation

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L’art de communiquer oralement sa recherche en conférence: lancement de trois fiches synthèses pour vous soutenir dans votre préparation

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Bonnes pratiques de la communication écrite dans les démarches en ligne (Fr)

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Bonnes pratiques de la communication écrite dans les démarches en ligne (Fr)

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Delage, G. et Madinier, B (dir.). (2011). Bonnes pratiques de la communication écrite dans les démarches en ligne.
Groupe franco-québécois sur la modernisation de l’État.

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Outil de planification pour évaluer les besoins en mobilisation des connaissances (Fr)

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Outil de planification pour évaluer les besoins en mobilisation des connaissances (Fr)

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Université d’Ottawa, & Réseau Impact Recherche Canada (Éds.). (s. d.). Outil de planification pour évaluer les besoins en mobilisation des connaissances.

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Série de podcasts | Au défi du transfert de connaissances (Fr)

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Série de podcasts | Au défi du transfert de connaissances (Fr)

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Podcast produit et réalisé par le Fondation Internationale de la Recherche Appliquée sur le Handicap.

Comment transférer les connaissances issues de la recherche ? Et pourquoi c'est important ? Comment le mettre en œuvre et avec qui ? Dans le podcast "Handicap : au défi du transfert des connaissances", nous tentons d'y voir plus clair sur le transfert des connaissances issues de la recherche à destination des acteurs de terrain, sur ses mécanismes, mais aussi sur les freins et les leviers concernant sa mise en oeuvre. Au fil des 6 épisodes, écoutez les récits et expériences de chercheurs, d'acteurs de terrain et d'experts sur l'ensemble de ces questions.

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Comment transférer les connaissances issues de la recherche ? Et pourquoi c'est important ? Comment le mettre en oeuvre et avec qui ? Dans le podcast "Handicap : au défi du transfert des connaissances", nous tentons d'y voir plus clair sur le transfert des connaissances issues de la recherche à destination des acteurs de terrain, sur ses mécanismes, mais aussi sur les freins et les leviers concernant sa mise en oeuvre. Au fil des 6 épisodes, écoutez les récits et expériences de chercheurs, d'acteurs de terrain et d'experts sur l'ensemble de ces questions.

Ce podcast s'adresse à tous les acteurs du champ du handicap, personnes handicapées, membres de leur entourage, professionnel(le)s de l'accompagnement, responsables associatifs, économiques ou politiques, chercheurs ou chercheuses... car nous sommes toutes et tous concernés par l'objectif d'une recherche qui réponde concrètement aux besoins du terrain !

Le podcast "Handicap : au défi du transfert de connaissances" a été mis en oeuvre dans le cadre du Programme "Clap sur la recherche". Ce programme est coordonné par la FIRAH, avec le soutien de la CNSA et de la Fondation Malakoff Humanis Handicap.

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Podcast - Handicap : au d쎩fi du transfert de connaissances

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Comment transférer les connaissances issues de la recherche ? Et pourquoi c'est important ? Comment le mettre en oeuvre et avec qui ? Dans le podcast "Handicap : au défi du transfert des connaissances", nous tentons d'y voir plus clair sur le transfert des connaissances issues de la recherche à destination des acteurs de terrain, sur ses mécanismes, mais aussi sur les freins et les leviers concernant sa mise en oeuvre.

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Webinar on Social Media for Knowledge Mobilization (En)

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Webinar on Social Media for Knowledge Mobilization (En)

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Réseau Impact Recherche Canada. (2021, 23 novembre). Webinar on Social Media for Knowledge Mobilization/
Knowledge Translation.

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Webinar on Social Media for Knowledge Mobilization/Knowledge Translation - Research Impact Canada

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This week's guest post comes from the KT Core-ner, NeuroDevNet's KT Blog. It was first published on February 1, 2016 and is reposted here with permission. This past week on Wednesday January 27, 2016 NeuroDevNet's KT Core hosted a one hour interactive webinar entitled "Social Media for Knowledge Mobilization" featuring KT Core Lead, Dr. David [...]Read More...

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Une série de 3 modules avec vidéos pour apprendre à communiquer efficacement avec les médias :

Module 1: Communications efficaces avec les médias

Module 2: Introduction à l’entrevue

Module 3: Partager de l’information sur les réseaux sociaux

par Alexis Fong et Sabine Bouchard – collège boréal - Canada, 2022.

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Comment bien communiquer - Simple Book Publishing

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Comment bien communiquer Droit d'auteur © par Alexis Fong et Sabine Bouchard est sous licence Licence Creative Commons Attribution 4.0 International, sauf indication contraire.

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Bonnes pratiques pour la production de baladodiffusions (Podcasts) (Fr)

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Bonnes pratiques pour la production de baladodiffusions (Podcasts) (Fr)

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Article de blog d'août 2022 écrit par l'Agence de communication dédiée à la communauté de recherche "PhDesign".

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Bonnes pratiques pour la production de baladodiffusions

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Bonnes pratiques pour la production de baladodiffusions OU Avant tout, comme pour tout projet de communication, il faut s'attarder sur une question : est-ce qu'il y a un public pour mon message ?

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Pour une culture de la participation dans les organisations et les entreprises (Fr)

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Pour une culture de la participation dans les organisations et les entreprises (Fr)

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Une fiche réalisée par la Fédération vaudoise de coopération qui vous propose quatre outils participatifs :

Le dessin individuel comme outil « brise-glace »

Le World Café comme outil de réflexion collective et de partage d’expériences

Le baromètre de satisfaction comme outil de feed-back sur le ressenti des participants en fin d’atelier

Le fishbowl

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Balado/Podcast en science: décryptage (Fr)

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Balado/Podcast en science: décryptage (Fr)

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Article du Blog (2022) de l'Agence PhDesign sur le podcast en science.

Des grandes plateformes médias aux plus petits créateurs de contenu, beaucoup ont adopté ce format, à la base audio. Aujourd’hui les balados se retrouvent même sur YouTube, diffusés en direct ou en rediffusion. Mais qu’est-ce qu’un balado ? Quelle est son origine ? Comment s’orienter dans ce nouveau foisonnement de contenu pour ne pas en faire une « baladox » ? Manon Boiteux et David Mendes, co-fondateurs de l’agence, vous décryptent tout cela et partagent avec vous leurs coups de cœur dans l’univers des balados de science en français.

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Les balados explosent et sont devenus LA nouvelle façon de communiquer. Des grandes plateformes médias aux plus petits créateurs de contenu, beaucoup ont adopté ce format, à la base audio. Aujourd'hui les balados se retrouvent même sur YouTube, diffusés en direct ou en rediffusion. Mais qu'est-ce qu'un balado ?

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SACO est une trousse d’accompagnement qui vise à soutenir les organisations dans le choix, l’implantation et l’évaluation de stratégies de transfert et d’utilisation des connaissances selon leurs besoins et les caractéristiques de leur milieu.

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SACO est une trousse d'accompagnement qui vise à soutenir les organisations dans le choix, l'implantation et l'évaluation de stratégies de transfert et d'utilisation des connaissances selon leurs besoins et les caractéristiques de leur milieu.

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Faculté des sciences sociales, Université d’Ottawa. (s. d.) Outils de mobilisation des connaissances.

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Faculté des sciences sociales | Université d’Ottawa

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Outils de mobilisation des connaissances

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The Knowledge Mobilization Unit of York University (En)

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The Knowledge Mobilization Unit of York University (En)

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The Knowledge Mobilization Unit of York University (Canada) has developed the following resources to help researchers plan, develop and implement effective activities to help maximize the impact of their research. Please feel free to reach out the KMb Unit for tailored service support for knowledge mobilization needs.

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Checklist pour l'organisation de petits événements  (En)

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Checklist pour l'organisation de petits événements  (En)

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Cette liste de vérification aide à planifier de petits évènements (de 20 à 30 personnes). Elle contient un calendrier détaillé des choses à faire dans les semaines qui précèdent l’évènement, les éléments à ne pas oublier et un sondage pour l’évaluation post-événement. Elle sera utile à toute personne qui doit organiser un petit évènement.

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Guide pour la planification de l'impact (En)

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Guide pour la planification de l'impact (En)

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Ce guide de planification en anglais

présente dans le détail des outils de recherche en sciences humaines et sociales. Il est utile surtout dans les premières étapes du processus de recherche. Il contient des explications simples et une variété d’outils à exploiter. Cette ressource sera utile en particulier aux personnes qui font de la recherche en sciences humaines ou qui sont responsables de formuler des politiques. Ghent University

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Abrégé du guide pédagogique sur la mobilisation des connaissances (Fr)

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Abrégé du guide pédagogique sur la mobilisation des connaissances (Fr)

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Dancause, L. (2023). Abrégé du guide pédagogique sur la mobilisation des connaissances. LIRES.

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Boîte à outils d’évaluation de l’impact (En)

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Boîte à outils d’évaluation de l’impact (En)

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L’équipe de mobilisation des connaissances de l’Université de Calgary (Canada) a mis au point une boîte à outils d’évaluation de l’impact de l’engagement des connaissances qui fournit aux chercheur·euses des outils et une formation pour les aider à évaluer, générer des données et rendre compte de l’impact de leur travail d’engagement des connaissances.

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Knowledge Engagement Impact Assessment Toolkit

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Manage, measure and report on the impact of your work.

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Didacticiel interactif sur la Mobilisation des connaissances (Fr)

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Didacticiel interactif sur la Mobilisation des connaissances (Fr)

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Guide | En faire davantage avec votre savoir :une trousse d’outils pour la mobilisation des savoirs (Fr)

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Guide | En faire davantage avec votre savoir :une trousse d’outils pour la mobilisation des savoirs (Fr)

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Institut du savoir sur la santé mentale et les dépendances chez les enfants et les jeunes (Mise à jour en 2023). En faire davantage avec votre savoir : Une trousse d’outils pour la mobilisation des savoirs.

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Animer un processus de transfert des connaissances : Bilan des connaissances et outil d’animation (Fr)

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Animer un processus de transfert des connaissances : Bilan des connaissances et outil d’animation (Fr)

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Lemire, N., Souffez, K., & Laurendeau, M.-C. (2009). Animer un processus de transfert des connaissances : Bilan des connaissances et outil d’animation (p. 69). Institut national de santé publique du Québec.

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Guide pratique à l'issu du projet CoFish

Le projet (FNS) CoFish invite les pêcheur-euses et les scientifiques à élaborer ensemble un projet de recherche participatif. L'objectif est de répondre aux défis posés par la fluctuation des populations de poissons tout en étudiant le rôle de l’évolution sur ces thématiques.

Le projet a trois objectifs:

1. Co-produire un projet de recherche participatif entre pêcheurs/euses et chercheurs/euses sur la durabilité des populations de poissons du lac Léman.

2. Évaluer les résultats de l'apprentissage, tant pour les scientifiques que pour les pêcheurs.

3. Développer le projet pour mener un projet de science participative à plus grande échelle.

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Guide de démarrage à l'intention des nouveaux mobilisateurs des connaissances (Fr)

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Guide de démarrage à l'intention des nouveaux mobilisateurs des connaissances (Fr)

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Conception infographique pour la mobilisation des connaissances (Fr)

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Conception infographique pour la mobilisation des connaissances (Fr)

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Module formatif du Réseau Impact Recherche Canada sur la conception infographique pour la MdC.

1. apprendre le rôle de l’infographie dans la recherche et la mobilisation des preuves;

2. se familiariser avec les principes de conception de base pour l’infographie;

3. comprendre comment résumer les données de recherche pour un public profane;

4. créer votre propre infographie.

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Slides: Introduction au transfert de connaissances (Fr)

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Slides: Introduction au transfert de connaissances (Fr)

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Introduction au transfert de connaissances
Une présentation de Christian Dagenais et Esther Mc Sween-Cadieux donnée lors d'un atelier de formation sur le transfert de connaissances, organisé le 30 mai 2017 par l'Equipe RENARD.

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Introduction au transfert de connaissances

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SIX MÉCANISMES D'INTERVENTION 1. Accroître la sensibilisation et promouvoir une attitude positive envers l'EIDM 2. Construire un consensus...

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Référentiel de compétences en Transfert/Mobilisation des connaissances

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Référentiel de compétences en Transfert/Mobilisation des connaissances

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Outil de transfert de connaissances sur des pratiques de pointe et innovantes du secteur social (Fr)

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Outil de transfert de connaissances sur des pratiques de pointe et innovantes du secteur social (Fr)

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Centre de liaison sur l’intervention et la prévention psychosociales. (2015a). À vous de jouer : Outil de transfert de connaissances sur des pratiques de pointe et innovantes du secteur social.

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Cet outil s'adresse aux organisations qui ont développé des programmes novateurs dans le secteur des services sociaux et qui souhaitent aider d'autres organisations à implanter leur pratique à l'aide d'un processus de transfert de connaissances (TC). L'outil vise à aider ces organisations : 1) à vérifier si elles possèdent les capacités de le faire, et 2) à élaborer leur processus de TC. Nous suggérons aux gestionnaires et au personnel des organisations qui souhaitent faciliter le transfert de leur pratique vers d'autres milieux, de répondre aux questions soulevées dans le document et d'échanger entre eux à ce sujet, avant de prendre la décision d'aller de l'avant avec leur projet de TC. Partant de la notion de " compétences ", ce document met en lumière des éléments (savoir, savoir-faire et savoir-être en transfert des connaissances) qui, une fois intégrés, constituent la capacité d'une organisation à se lancer ou non dans un processus de transfert des connaissances. Évidemment, ch...

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À vous de jouer. Outil pour le transfert de connaissances sur des pratiques de pointe et innovantes du secteur social

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Cet outil s'adresse aux organisations qui ont développé des programmes novateurs dans le secteur des services sociaux et qui souhaitent aider d'autres organisations à implanter leur pratique à l'aide d'un processus de transfert de connaissances (TC). L'outil vise à aider ces organisations : 1) à vérifier si elles possèdent les capacités de le faire, et 2) à élaborer leur processus de TC.

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The knowledge translation toolkit : Bridging the know-do gap: a resource for researchers (En)

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The knowledge translation toolkit : Bridging the know-do gap: a resource for researchers (En)

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Bennett, G., & Jessani, N. (Éds.). (2011). The knowledge translation toolkit : Bridging the know-do gap: a resource for researchers. Sage Publications ; International Development Research Centre.

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IDRC - International Development Research Centre

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The Knowledge Translation Toolkit: Bridging the Know-Do Gap: A Resource for Researchers

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This toolkit builds upon extensive research into the principles and skills of KT: its theory and literature, its evolution, strategies, and challenges. The book covers an array of crucial KT enablers - from context mapping to evaluative thinking - supported by practical examples, implementation guides, and references.

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Lexique sur le transfert de connaissances en éducation

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Lexique sur le transfert de connaissances en éducation

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Ce lexique réalisé en 2017 par le Centre de transfert de connaissances en éducation du Québec (CTREQ) propose des définitions de termes et d’expressions utilisés couramment en éducation et qui se rapportent, plus précisément, au transfert de connaissances en éducation.

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Diagnostic de l’expertise québécoise dans le domaine de la mobilisation des connaissance (Fr)

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Diagnostic de l’expertise québécoise dans le domaine de la mobilisation des connaissance (Fr)

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Dancause, L. (2021). Diagnostic de l’expertise québécoise dans le domaine de la mobilisation des connaissance. Université du Québec à Trois-Rivières.

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Référentiel de compétences en transfert de connaissances (Fr)

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Référentiel de compétences en transfert de connaissances (Fr)

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Poulin, S., Boileau-Falardeau, M., Lapierre, L., & Gagné, C. (2017). Référentiel de compétences en transfert de connaissances (TC).

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Guide sur la mobilisation des connaissances à l’attention des chercheurs (Fr)

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Guide sur la mobilisation des connaissances à l’attention des chercheurs (Fr)

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Dancause, L. (2016). Guide sur la mobilisation des connaissances à l’attention des chercheurs du Réseau VRM.

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Article de Blog : Transfert de connaissances : de la théorie à la mise en œuvre (Fr)

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Article de Blog : Transfert de connaissances : de la théorie à la mise en œuvre (Fr)

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Article de d'avril 2023, rédigé par l'Agence PhDesign sur le "Courtage de connaissances" et résume les étapes du processus.

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Transfert de connaissances : de la théorie à la mise en oeuvre

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Aujourd'hui, produire ou utiliser des résultats de recherche qui rejoignent la société est important pour les scientifiques, les praticiennes, les praticiens et les politiques publiques. Néanmoins, certaines études montrent que le processus permettant de mobiliser des connaissances issues de la recherche est si compliqué que celles-ci ne sont pas assez considérées dans les milieux de [...]

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Pour comprendre l'évolution historique de la MdC au Canada (Fr)

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Pour comprendre l'évolution historique de la MdC au Canada (Fr)

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Phipps, D. (2021, 8 mars). Comment la mobilisation des connaissances est-elle devenue notoire au Canada?
Réseau Impact Recherche Canada.

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Comment la mobilisation des connaissances est-elle devenue notoire au Canada? - Research Impact Canada

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David a récemment été interrogé par un collègue sur l'histoire et les forces motrices de la croissance de la mobilisation des connaissances dans le paysage de la recherche au Canada. Saviez-vous que le parcours est aussi vieux que le Canada lui-même? Il y a quelques semaines, un collègue m'a envoyé un courriel en me [...]Lire la suite...

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Présentation en ligne | Le transfert de connaissances : principes et enjeux (Fr)

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Présentation en ligne | Le transfert de connaissances : principes et enjeux (Fr)

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Présentation de 17 min. qui synthétise efficacement les étapes du processus de transfert/mobilisation des connaissances.

Le transfert de connaissances : principes et enjeux, par Aurélie Hot (Equipe RENARD-Univ. de Montréal).
Pour la Rencontre "Handicap - au défi du transfert des connaissances" a été organisée le 28 novembre 2022 à Paris.

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Fondation Internationale de Recherche Appliquée sur le Handicap

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Le transfert de connaissances : principes et enjeux

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Webinaire en anglais : What is knowledge mobilization ?
Université de Regina (Canada)

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Qu'est-ce que la mobilisation des connaissances? - Research Impact Canada

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Le 17 février 2021, l'Université de Regina a organisé un webinaire destiné au corps professoral, aux instructeurs, au personnel et aux étudiants qui font actuellement de la recherche communautaire ou qui espèrent en faire. Une présentation des principes de base de la mobilisation des connaissances a eu lieu, suivie d'un groupe d'universitaires chevronnés, aux carrières de [...]Lire la suite...

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Slides : Infographies, les principes de base (Fr)

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Slides : Infographies, les principes de base (Fr)

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Une présentation d'Esther Mc Sween-Cadieux donnée lors d'un atelier de formation sur le transfert de connaissances, organisé le 30 mai 2017 par l'Equipe RENARD.

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Introduction à la réalisation d'infographies

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LES PRINCIPES DE BASE Jessika Huard, Inf. M.Sc Esther Mc Sween-Cadieux, cand. Ph.D. INFOGRAPHIES HORAIRE 10H -10H30 INFOGRAPHIES PRINCIPES DE BASE + EXEMPLES ...

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Un guide pour "Instagramer" la science (En)

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Un guide pour "Instagramer" la science (En)

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Van Alstyne, J. (2018, 14 août). A Guide to Instagram for Academics / Instagram is great for graduate students,
professors, and scientists. The Academic Designer.

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You can share your research on Instagram

Professors and scientists don't always think about Instagram when considering social media networks. Instagram is a great place for academics to talk about their research.

This is my quick introduction to why you as graduate students, faculty, and scientists should consider joining Instagram. Instagram is a great place to share your work.

Why Instagram can be great for professors and graduate students

5 more reasons you should consider Instagram

You don't need to be a photographer, and other things that might be holding you back

3 things to help you write better Instagram posts

Instagram has been around since 2010. Since then, we've seen some major changes to the visual-based social media platform. Instagram is testing hiding the like count in an effort to make your experience more enjoyable. Maybe one day it will be permanent. Recently we've seen the introduction of stories, and now Instagram Reels.

Welcome to The Social Academic, my blog about your online presence in the HigherEd world. I'm Jennifer van Alstyne.
Subscribe to The Social Academic blog.
Instagram is great for graduate students, professors, and scientists

Instagram is a great platform for academics. The main reason is that Instagram has higher engagement rates that the other main social media platforms (like Facebook, Twitter, and LinkedIn).

What does a higher engagement rate mean? Well the way engagement is calculated is by the percentage of people who see your post who engage with it. Engagement is calculated differently on each platform. But for Instagram posts, it's generally

On Instagram, when you share content, more of the people who view that post are likely to engage with it than they would be on other platforms.

5 more reasons you should consider Instagram

Instagram has more active users than Twitter.

This image centered platform captures the attention of experts and non-experts.

Hashtags are followable, which means it is easy to track and keep up with a particular group, interest, or type of person.

Instagram captions allow up to 2,200 characters and 30 hashtags.

You can now mute accounts you don't want to see without unfollowing them.

Subscribe to The Social Academic blog.
You don't need to be a photographer to be on Instagram

Here's the good news: you don't have to be a great photographer to be on Instagram. Or even a good photographer. One of the most popular types of content right now is snapshots from your cell phone.

Here are 3 things that might have been holding you back from joining Instagram:

You don't have time to spend on photos

You don't need to learn how to edit photos

You don't need pretty or uniform shots

You don't have to spend a lot of time on photography for Instagram

For academics and researchers, here are the types of posts I see on Instagram. I chose these examples because they're all easy things to take a quick snapshot of with your phone.

Work photos (desk, books, papers, fieldwork, in the lab, teaching in front of a classroom, photo of open laptop or computer, screenshot of phone or computer screen)

Celebration photos (graduation, holding an award, at a presentation)

Anxiety photos (i.e. studying for comprehensive exams: pile of books and papers)

Travel photos (photo of suitcase, conference badge, airplanes)

You don't need to learn Photoshop, or even use filters

When people join Instagram, they sometimes feel they need to use

When you think of Instagram, these things may come to mind. But you should never feel like you should use them. You can! But you definitely don't have to.

Instagram has built-in filters you can choose from. When I first started using Instagram, I enjoyed filters. Now, I rarely use them. It's not that filters don't look good, you may prefer the aesthetic.

For me, thinking about filters or photo editing is more work than I want to spend on my social media. I'm skilled at photography and photo editing, but do I want to think about that when writing a post? Most of the time, no.

My guess is you don't have time to worry about that either. When in doubt, go #NoFilter.

Your shots do not need to be pretty or uniform

Preferred aesthetic on Instagram is moving away from the cookie-cutter branded profile, to ones that are more authentic.

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Subscribe to The Social Academic blog.
What makes a good Instagram post?
What does a good post on Instagram look like? Here are 3 things to consider:

Who are you writing to?

Tell a story in the post caption

Use hashtags to reach more people

Crafting a good Instagram post, does have a few components. To do it right takes a bit more time than perhaps the other platforms.
Subscribe to The Social Academic blog.
Before you post, think about who you're writing to

Remember that you're not sending this out into a void, you're sharing this post with real people who want to engage with you.

That's why they have taken time to check out your profile, and decided to give you a follow.

It's a good idea to consider your audience before you post on Instagram.

While there are some photographers who can share an image without a caption (their photo speaks for itself), the same cannot be said for most Instagram posters.

Short and long captions alike should relate to the photo you post. And, those captions should be easy to read.

I most recommend using the caption area to tell a story.

A picture does not speak a thousand words. Especially if you're using it to explain a component of your work, research, or teaching.

Telling a story about your work helps bring people in. It encourages community. It invites questions.

You can use up to 30 hashtags in an Instagram post. And up to 10 hashtags in Instagram stories.

I talk more about hashtags here, as well as some great ways you can engage your audience and build your community.

But as a general rule, keep all your hashtags at the bottom of your post. Or, you can place them in the 1st comment. This is to make it easy to read. And, this helps make your Instagram post accessible for screen readers.

Hashtags will help people interested in specific topics connect with your work. And, it helps share your post beyond your current audience.

You don't need hashtags on every post, but if you're looking to reach new people this is the way to go.

3 tips to communicate who you are with your Instagram profile

Posts are great. You should post on Instagram if you join. But first, let's talk about your Instagram profile.

For most people, deciding whether to engage with someone depends on who they are. Sometimes we meet people in person we connect with on social media. That's an easier decision: we've met them in real life.

But what about people who come across your profile on Instagram. Say, you used the hashtag #ScientistsWhoSelfie or #ProfessorSelfie, and someone in your field at another institution checks out your profile.

Well, having a clear profile that shares who you are, and what someone can expect from the content you share is the best way to grow an engaged community.

Here are my getting started tips for an awesome Instagram profile as an academic or researcher.
Subscribe to The Social Academic blog.
Your Instagram handle

Your Instagram @handle or username is important because it's what most people see when you interact with them. Here are a few examples of types of engagement you can have on Instagram:

comment

like

post

direct message

stories interactions (i.e. answer a poll, ask a Question)

2022 update: you can now like/heart stories on Instagram!

So for your handle, you should use something recognizable. Like a shortened version of your name. For instance, my personal account is Jennifer van Alstyne, @JenVanAlstyne.

If you have other social media accounts (Facebook, Twitter, LinkedIn), I highly suggest you use the same handle on all platforms.

Follow me on Instagram @HigherEdPR for news from The Social Academic blog.

A bio that communicates what you're all about

Tell people who you are, not just what you like.

Sometimes I see profiles with a list of likes in their profile, like: "Loves books, cats, and travel." While it's nice that you like those things, it doesn't help me necessarily with my decision to follow or not follow you.

Remember, people follow other people. Social media is about actually engaging with other people and the content they share.

My top tip for your Instagram profile is to really share who you are.

Tell people what you're all about and what they can expect from following you.

A personable photo for your profile

Your photo should be something personable, or approachable.

And, a selfie is 100% okay.

What works best is a photo of your smiling face.

If you have other social media profiles, use the same profile image across all accounts. And, that's the image you want to use for your website, if you have a publicity request, any of that. Use the same photo.

Get help with social media

Social media is an effective way to manage your online presence. Want to learn how to use social media for academics? Join my online course.

Or, work with Jennifer on your social media through 1:1 services.

Jennifer van Alstyne is a Peruvian-American poet and communications consultant. She founded The Academic Designer, LLC to help professors, researchers, and graduate students manage their online presence. Jennifer's goal is to help people share their work with the world.

Check out her personal site at https://jennifervanalstyne
or learn more about the services she offers at https://theacademicdesigner.com

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Professors and scientists don't always think about Instagram when considering social media networks. Instagram is a great place for academics to talk about their research. This is my quick introduction to why you as graduate students, faculty, and scientists should consider joining Instagram. Instagram is a great place to share your work.

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Quel média social choisir?                                     Social Media Platforms for Academics, A Breakdown of the Networks (En)  

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Quel média social choisir?                                     Social Media Platforms for Academics, A Breakdown of the Networks (En)  

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Van Alstyne, J. (2019, 9 août). Social Media Platforms for Academics, A Breakdown of the Networks / Social media
is a great, free way to network with your academic community. The Academic Designer.

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Social media is a great, free way to network with your academic community

What social media platforms are best for professors and scientists? This is the article for you if you're an academic who wants to be on social media.

Here's a list of the platforms covered in this article:

I love social media because I've seen how it brings people together. Social media can create communities. In 2020, social media trends suggest a move towards authenticity. Influencers aren't seeing nearly the engagement they used to.

Organic social media is unpaid social media. It's what we use every day to connect with each other and share content.

Paid social media, on the other hand, includes things like boosted posts and ads.

I want to tell you that organic social media is alive and well. And that's why I've created this guide to the social media platforms for you.
Looking for my guide to personal websites for professors and scientists? Organic social media is very effective for connecting niche audiences and communities academics like you have.
I'm Jennifer van Alstyne, and this is my blog about social media, websites and your online presence. I share advice articles and interviews each month.

Last year, I broke down 3 myths of social media. Basically,

1. You don't need thousands of followers to have an engaged audience. Recent data suggests smaller audiences are more engaged.

2. You don't have to post about your work all the time.

3. And, you have more control over your visibility than you may think. Not just in terms of privacy, but in what you choose to share.

In this post, I break down the big social media platforms and what they're used for. Updated February 2021.

Welcome to The Social Academic blog. Subscribe today.

What social media platforms are best for me?

Social media has changed significantly over time. But the basics are that people use online platforms to connect with each other and share content.

That content can be text, sound, image, video.

It can be long-form like blogs.

Or short-form like tweets.

You can connect in real time with people through these networks.

Check out this data visualization from Esteban Ortiz-Ospina to see how social media use has changed over time.
From "The rise of social media," Our World in Data
With many social media platforms to choose from, where you spend your time is up to you.

Here's a list of some of the most popular social media platforms.

General social media platforms

I've selected these social media platforms to detail because they are the best for connecting with the public and your scholarly community.

This is not an exhaustive list. Here's Wikipedia's list of social networking services.

Academic and research social media

Some social media platforms and tools are more geared towards professors and researchers.

Subscribe to the blog to get advice articles like this to your inbox.

Social media is great for academics to connect with each other and the public

Facebook

With 2.7 billion monthly active users, Facebook is the largest social media network.

On Facebook, you can connect with people as friends, or network with them in groups. You can post

You can also share time-limited content through stories, which last 24 hours.

With your personal profile, you can create a page or start a group.

You can make events and invite people to them.

You can save posts to read them later.

You can even host a fundraiser for your favorite nonprofit.

You can go live on video, to talk about your work or interests.

Most people I talk to use Facebook to connect with their family and friends.

Many academics on Facebook, have joined groups or liked pages from the associations and societies they are members of. This can help you stay connected to your field in real time.

I used to think Facebook wasn't my favorite platform. My Digital Well-Being stats tell me otherwise. I spend more time on Facebook than other social media platforms. Between my friends, family, and the groups I'm a member of, I do enjoy my time on Facebook quite a bit.

For academics, Facebook can be a good to find community. Search for the organizations you care about. See if they have a group or page, and if conversations are going on.

When faculty and researchers share their work in meaningful ways with their Facebook audience, it can have amazing impact. Not just for your professional life. When your friends and family get what you are up to, and why, it helps your personal relationships too.

Facebook also owns Instagram, which is also on this list, as well as the messaging platforms Messenger and WhatsApp.
Back to General Platforms
Instagram

Instagram is a visual social media platform you might consider. It's the one that has the highest engagement. That means, when you post something, you tend to get a higher percentage of people interacting with that post than you would on other platforms.

With over 1 billion monthly active users of the platform, Instagram is highly popular.

Over 500 million people view Instagram stories, their 24 hour time-limited post.

Instagram is a visual-based social media platform. While it used to be based around photos, Instagram now allows video too.

You can share images and video as a post or story.

Pro Tip: Did you know you can share you Instagram stories to your Facebook profile? This is an easy way to share your content with more people.

And longer videos can be shared on IGTV, the section of Instagram now dedicated to longer videos. Recently, Instagram rolled out Reels, a new short video feature often compared to TikTok.

On Instagram, you can follow people to see their content regularly in your home feed. Or you can find content with Explore, which suggests things you'd be most interested in based on your past engagement.

You can even bookmark or share your favorite posts.

A lot of people not on Instagram tell me it's because their "not good at photography." Instagram's trends are moving towards authenticity. Your bad photos are totally welcome there. So are your

I love stories because I can hop on and say hi to people. I can ask them a question using a poll or quiz.

And posts? They're not just for your photos. Instagram post captions can actually be quite long. Many people are starting to use the platform for micro-blogging.

Instagram is my favorite platform for academics to find people with similar interests. And, it's a great place for graduate students to connect and find community.
Back to General Platforms
LinkedIn is the most powerful platform academics are on but don't use well. Because so many of you are on it already, it's a social network you should be taking advantage of.

LinkedIn is a professional networking site. But it's more social than you might think.

With more than 760 million users, the platform is about more than getting a job. Yes, businesses do recruit and hire talent through LinkedIn.

It's also a great place to learn and connect.

On LinkedIn, you get a professional profile that acts as a CV or resume. But it's actually a bit better than that.

LinkedIn has a dedicated space for your bio, and the ability to add multimedia, links, and recommendations.

You can let people know about your publications. And your Awards and Honors.

On LinkedIn you can connect with your network. And you can follow people who share content you like.

You can join groups.

You can send messages to people you've connected with. And send inMail to people you haven't.

In addition to following people, you can also follow organizations you like, and topics of interest.

You can share posts

For academics who want to blog, but aren't prepared to host and manage a website, I recommend LinkedIn most. You can share long-form content as articles.

LinkedIn profiles and articles are mapped by Google regularly. So it's a great alternative for making an impact.

Faculty tell me LinkedIn is an effective way to keep up with past students.

If you haven't taken a look at your profile in a while, it's time for an update. My biggest tip for your profile is to use keywords in your headline.

Most of the time I see "Assistant Professor at X University." The only way to tell what field this person might be in is by going to their profile, and looking at their education background.

And that may or may not be correct. To really find out, I'd have to Google them, and hope their faculty profile is up to date.

If you have something like, "Assistant Professor of English at X University | 20th and 21st century literature," well that's more specific.

LinkedIn is powerful. And, it's more effective for long-term networking with the larger academic community than Twitter.
Back to General Platforms
Twitter

Twitter, for most academics, is the best way to share your work.

Twitter has more than 330 million monthly active users who post 500 million times a day. Twitter is popular for academics and researchers though it has a smaller audience than Facebook or Instagram.

The platform isn't growing all that much. And young people aren't very into it, preferring Snapchat and YouTube.

While it's a great platform to share your work and find an academic community, I don't suggest it be your only platform. (That's why I've placed it 4th on this list. I wanted to be sure you checked out the others too.)

A tweet is a post with a character-limit. 280 characters is the space you get for your message.

But you can thread tweets together to start a conversation, or share a longer message.

Tweets can be tagged with location.

You can also tag, mention an account, in tweets using the @ symbol, or in photos.

And you can use hashtags to mark the content of your tweet, or share it with a specific audience.

In tweets, you can share

You can follow people to see their content in your feed.

You can reply to tweets.

And you can bookmark tweets for later.

Now there are 'fleets,' a new social media story-like post on Twitter.

One useful way academics can keep track of their community on Twitter is by using lists. Lists are great because you can keep track of people's tweets without seeing them in your home feed. You can see all the tweets from the people on that list in once space. And, lists can be private (just for you), or public (to share with your academic networks).

Twitter is where I've heard the most success stories about social media in terms of reaching the public. And when it comes to networking and collaboration.
Back to General Platforms
YouTube

Not everyone thinks of YouTube as social media, but it is. And, it's the fastest growing of the platforms.

We're talking 2 billion monthly users, who "every day watch over a billion hours of video..." around the world.

On YouTube, you can search for videos and watch them.

You can have a personal channel where you can upload your own videos.

You can organize and sort videos you like into playlists. And you can choose whether they are public or private lists. For instance, I have a playlist of videos related to Old and Middle English from teaching British literature surveys to undergraduates. And I have a list of funny videos my friends shared with my in college that still makes me laugh when I come across it.

I also have public lists on The Social Academic YouTube channel like

YouTube has a social component: you can

And you can subscribe to channels you like to see their content on your home tab.

If video is your thing, YouTube is a great place for you to build community. I just started creating content for YouTube in 2020.

Generate attention for your work with short informational videos. Find inspiration on the Academic YouTubers account on Twitter.

Upload a lecture for your class, and set it to private so just your students can access it once you send them the link.

You control the rights to your content. Check out their Terms of Service.

For most academics though, YouTube is a great place to find content for your classroom.

Learn how to organize your favorite videos with YouTube playlists.

Are you liking this post so far? Be sure to subscribe to The Social Academic blog so you don't miss out on articles like this.
Back to General Platforms
Learn about academic and research-based social networks

Academia.edu

Academia.edu is the biggest of the academic social networks, with over 114 million accounts. Their website says their platform is "for academics to share research papers." The website allows you to share your papers, and see their impact.

You should know the company is making money off your research. Don't let the .edu fool you. It's a for-profit company. All of these are (except ORCID).

With Academia.edu, you can create an academic profile which shares your bio and affiliation.

You can connect with scholars in your field, and follow their work.

You can do limited searches for your research interests. Advanced searches are available with a premium subscription.

You can download public papers, and request private ones.

And when you share your research, you can track it's impact in views and downloads.

Note that you may not have legal permission to share your work. Read your publication contract and terms.

While I do have an Academia.edu account, I find there are better ways to share your research, like on a personal academic website that you own and control.
Back to Research Platforms
Altmetric

Altmetric is a tool that tracks research impact.

While it's not a social media network, it's generally included in discussions of academic social media.

Why? Because Altmetric monitors

Public policy documents

Mainstream media

Online reference managers

Post-publication peer-review platforms

Wikipedia

Open Syllabus Project

Patents

Blogs

Citations

Research highlights

Social Media, and other online platforms

For anyone publishing articles, this can be a valuable tool for showing the impact of your work (including on social media).

This free bookmarklet helps you see the metrics of published articles with a DOI. You can drag it to your bookmarks bar, and use it when you have an article open to see measured impact.
Back to Research Platforms
Google Scholar

Google Scholar is a search engine for "scholarly literature" including

It helps you find the publications you need, but not necessarily access them depending on permissions.

If you are an author of a scholarly publication, it can be helpful to have a Google Scholar profile. It's sometimes called Google Scholar Citations. Get started here.

I have a Google Scholar profile and have found it helpful.

You can add your publications.

Add keywords that relate to your research interests.

And you can make it personal with a profile photo and website.

The metrics Google Scholar provides can help you see things like where your article has been cited. Learn more about Google Scholar metrics.

Most academics use Google Scholar to search for articles. Did you know you can also browse top publications as well? You can select a broad category in the top left corner.

Google Scholar has more search capability than some people realize. Did you know you can star a paper to save it to your library for later?

And you can create alerts for a topic of interest. And alerts for specific events (i.e. when your paper is cited).

You can even follow your colleagues to be notified when they have new articles.

So, if you have papers that show up in Google Scholar, go ahead and set up a profile. If not, consider creating a profile for the library and alerts features if those are helpful for you.
Subscribe to The Social Academic blog. Back to Research Platforms
ORCID

An ORCID iD is a "digital identifier that distinguishes you from every other researcher."

Run by the non-profit ORCID, their vision is to connect research and innovation to its creators. "We enable transparent and trustworthy connections between researchers, their contributions, and affiliations by providing an identifier..."

There are more than 6.9 million ORCID iD's.

When you register for an ORCID iD, you can create a profile and update your record.

Not just for publications, but for awards and your affiliations. For some fields, it's common to include your ORCID iD on grant applications. Some journals require it for manuscript submission.

This can be helpful for researchers. But you should also note this isn't a social a platform.
Learn more about how to register for an ORCID identifier. Back to Research Platforms
ResearchGate

ResearchGate is another networking site that focuses on sharing papers.

A lot like Academia.edu, it's free to join.

And it allows you to share your publications, and see stats and metrics about your work.

With over 15 million members, it's a place you can create a profile and share your research.

ResearchGate is "built for scientists."

You can share your research, background, and CV. Learn more about setting up your ResearchGate profile.

You can follow other researchers.

And you can even endorse skills. Kind of like on LinkedIn.

Hiring managers can find candidates.

And you can promote a conference here.

You can do a lot of things with ResearchGate.
Back to Research Platforms
Mendeley

You may know that Mendeley is a program people use to manage papers and citations. But did you know it's also a "social network for researchers"?

This Elsevier subsidiary has 6 million users.

You can create a research profile which includes your affiliation and publications.

Their site says, "Rather than a typical social networking profile, your Mendeley profile focuses on your scholarship."

You can join public or private groups.

Groups is where I've heard about people networking because you can share materials and papers.

You can create reading lists.

And, collaborate in projects.
Learn more about how to find groups to join on Mendeley. Back to Research Platforms
Innovation Catalyst Global (Australia)

This Australian-based networking platform connects experts with the public. Funded under Australia's National Innovation and Science Agenda (NISA), the platform "aims to boost industry-researcher collaboration."

One way they do this is through their Expert Connect, which automatically pulls data from journals and other sources to create your researcher profile.

It's pretty cool because you don't need to update it, just claim your profile.

People in industry can connect to the experts they need using simple search terms.

And one thing I like is the Find Her filter, which helps industry leaders find women experts. They're still working out some kinks, but I like this idea.

Similarly, they can connect through Innovation Challenges, which helps people in industry find solutions to their problems by matching them with experts who can help.

While IC Global is currently indexing Australian researchers, at 70,000 profiles, this is a growing platform to watch as they expand.

Back to Research Platforms

As you can see, there are many types of social media

People ask me all the time: "What social media platform should I be on?"

The answer is, whichever you want. If you're looking to find your scholarly network, it's already on each of the major general social media networks I talk about here

My top suggestions for most people though, are Twitter and LinkedIn.
Check out all the articles about social media on the blog. Want to learn how to manage your online presence? Sign up for my free course.
Research your platform before you join

It's a good idea to research social media platforms before you join them. Not every platform will be right for you. And that's okay.

If you're looking to find papers, and follow researchers in your field to see what they're publishing, one of the academic networks might work well for you.

It's a good idea to learn a bit about each platform before you join. And, be sure to read their Terms of Service.

I also suggest taking a look at their guides on Privacy settings, so you know you have the control you want.

Enjoy your time on social media

More than anything, I think it's so important to enjoy the time you spend on social media. If you're on a platform already and not enjoying it, think about why.

Do you know how to use that platform properly?

Are you aware of the tools and features available to you?

How are you connecting with people there?

If you liked this post, subscribe with your email so you get articles like this from The Social Academic right to your inbox.

Platform-specific data in this article is from the official websites unless otherwise indicated.

Jennifer van Alstyne is a Peruvian-American poet and public relations consultant. She founded The Academic Designer, LLC to help academics, researchers, and writers control their online presence and share their work with the world.

She holds a B.A. from Monmouth University in English, and an M.F.A. from Naropa University in Writing & Poetics where she was the Jack Kerouac Fellow. Jennifer also holds an M.A. from University of Louisiana at Lafayette in Literature and Cultural Studies where she was one of four master's fellows and a finalist for the Outstanding Master's Graduate Award.

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Social Media Platforms for Academics, A Breakdown of the Networks

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What social media platforms are best for professors and scientists? This is the article for you if you're an academic who wants to be on social media. Here's a list of the platforms covered in this article: I love social media because I've seen how it brings people together.

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Shorter, better, faster, free                               Blogging changes the nature of academic research, not just how it is communicated (En)

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Shorter, better, faster, free                               Blogging changes the nature of academic research, not just how it is communicated (En)

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Writing for Research. (2014, 11 septembre). Shorter, better, faster, free. Medium.

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Thomson, P. et Mewburn, I. (2013, 2 décembre). Why do academics blog? It’s not for public outreach, research
shows. The Guardian.

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cademics are now urged to blog. We are told that having to write for ordinary readers will help us to write in plain English, clarify our ideas, enhance our reputations and expand our knowledge as well as our audience. Blogging is presented to us as a way to bridge the apparent divide between academia and everyone else.

We both blog and unlike many of our colleagues we don't need to be convinced that it is worthwhile. However we were less convinced that the academic bloggers we encountered were all in it for reasons of public outreach, or to refine their thinking, and we certainly weren't convinced that they wanted fame. So we set out to have a preliminary look at what was going on in academic blogs.

We had a number of challenges in setting up this small-scale study. We had no funding so interviews were out; we had to rely on published blogs alone. And we had to decide what counted as an academic blog. This was not as easy as you might think, given the growth of professional and managerial roles offered inside universities today, which often involve some kind of research or teaching. We opted for the blogger who stated an institutional affiliation, had some kind of academic purpose and was connected to other academic blogs. We called the bloggers who weren't professors, lecturers or fellows 'para-academics'. We couldn't get a representative sample as there is no handy index of blogs, the numbers change all the time, and frankly, there were just too many. And because we speak English, our choices had to be blogs we could actually read.

By using various online listings of academic blogs, we eventually compiled a list of 100 we could use as a sample set. Of these, 49 were from the UK and 40 from the US, five from Canada and six from Australia. 80 were by teaching and researching academics, 14 from para-academics and six from doctoral researchers.

By analysing and categorising the content of these blogs, we determined that 41% largely focused on what we call academic cultural critique: comments and reflections on funding, higher education policy, office politics and academic life. Another 40% largely focused on communication and commentary about research. The remainder covered a diverse range, from academic practice, information and self-help advice to technical, teaching and career advice.

The vast majority of blogs studies used informal essay formats and straightforward reporting styles of writing, but a significant proportion (40%) also used a formal essay style, not dissimilar to academic journal articles but with less intrusive referencing. Interestingly, given the rhetoric around blogging, 73% of the content we analysed was geared for other academics, while 38% was designed for interested professional readers.

We conclude that, in this sample at least, most academics are blogging for professionals peers, rather than for the public in any general sense. Our results do not coincide with what the loudest advocates of academic blogging suggest we should do. But we think what we saw in our 100 blogs is understandable.

After conducting this small study we have come to think about academic blogging in two ways. Firstly, many bloggers are talking together in a kind of giant, global virtual common room. Over at one table there is a lively, even angry, conversation about working conditions in academia in different parts of the world. In a different corner another group are discussing their latest research projects and finding common themes.

Another table houses a group of senior and early career academics discussing how to land a book contract and write a good CV. There is also a meeting going on about public policy, and this involves a number of public and third sector people, as well as academics, who work in the area.

In our sample of blogs, this common room was, by and large, a friendly and safe space. There was a generosity of spirit that marked many of the blogs we read: information and assistance were freely provided and the usual barriers of disciplines, seniority and higher education ranking effects did not seem to apply, at least in obvious ways.

Secondly, we have come to see blogging as a variation of open access publishing. Academics can get to print early, share ideas which are still being cooked and stake a claim in part of a conversation without waiting to appear in print. On blogs we can offer commentary on the work of others in a more relaxed - or opinionated - way than we might do in conventional journals, where we will be subjected to the normalising gaze of peer reviewers.

More importantly perhaps, thanks to Google and other search engines, other people can find us and connect more easily. Our opinions are out there to be critiqued by our audience - if we let them. In this our ideas can be challenged, extended or affirmed - in almost real time.

There are signs that the kinds of freedoms brought by publishing, and enjoyed by bloggers, may be under threat. Some universities, particular those in the UK, are keen to harness bloggers to their marketing drives and the impact agenda. They want bloggers to use official platforms and confine their discussions to research and nice posts about academic life.

Discussions of higher education policy and performative management won't go down well in such arenas. Other universities - more in Australia than elsewhere - are creating regulations about what academics can and can't say in public, about their universities and their working lives. In this turn blogging is seen to present a reputational risk to the university and its management.

Both these moves assume that blogging is the same as academic appearances in print and televisual media, rather than a publication opportunity with academic freedom of expression similar to that found in more conventional journals and monographs.

We know that we have only just begun to understand academic blogs and bloggers and we do have further research planned. We are interested in talking with other bloggers about their experiences and motivations and also in tracking the corporate moves to contain and control what academic bloggers can do. So watch this (new) space.
Help us update our Pat Thomson is professor of education and director of the This content is brought to you by Guardian Professional. Looking for your next university role? Browse Guardian jobs for hundreds of the latest academic, administrative and research posts Centre for Advanced Studies at the University of Nottingham - follow her on Twitter @thomsonpat. Inger Mewburn is director of research training at Australian National University - follow her on Twitter @thesiswhisperer higher education blogs network, a global directory of HE resources, commentary and analysis. Tweet your blog recommendations to @gdnhighered using the hashtag #heblogs or email claire.shaw@theguardian.com

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Why do academics blog? It's not for public outreach, research shows

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cademics are now urged to blog. We are told that having to write for ordinary readers will help us to write in plain English, clarify our ideas, enhance our reputations and expand our knowledge as well as our audience. Blogging is presented to us as a way to bridge the apparent divide between academia and everyone else.

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Webinaire : Introduction au transfert de connaissances (Fr)

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Webinaire : Introduction au transfert de connaissances (Fr)

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Webinaire (57 min.) du 17 juin 2021 organisé par l'Institut de recherche pour le développement (IRD) et l'Agence universitaire de la Francophonie (AUF) dans l'Océan Indien. Intervenant: Valéry Ridde

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Introduction au transfert de connaissances / Valéry Ridde

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Knowledge Translation: Introduction to Models, Strategies, and Measures

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Knowledge Translation: Introduction to Models, Strategies, and Measures

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Le document Knowledge Translation: Introduction to Models, Strategies, and Measures, élaboré par Pimjai  Sudsawad (2007) de l’University of Wisconsin-Madison, présente des approches pour mesurer l’utilisation des connaissances ainsi que des exemples pour se familiariser avec cet aspect de la mobilisation des connaissances.

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Cadre d’impact pour la recherche: pour une mise en récit d’impact adaptée au public et fondée sur des données probantes (Fr)

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Cadre d’impact pour la recherche: pour une mise en récit d’impact adaptée au public et fondée sur des données probantes (Fr)

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Lima, G. and Bowman, S. (2022). Cadre d’impact pour la recherche: pour une mise en récit d’impact adaptée au public et fondée sur des données probantes. Trinity College Dublin.

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RaccourSci est une plateforme pour une communication scientifique sans détour (Fr)

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RaccourSci est une plateforme pour une communication scientifique sans détour (Fr)

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RaccourSci est une plateforme pour une communication scientifique sans détour. Elle vous donne accès à une multitude de ressources sur la communication scientifique en français pour exprimer de manière claire, simple et concise le fruit de longues années de recherches, tant pour les pairs que pour d’autres publics.

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Il a donc fallu trouver un fil conducteur/une histoire qui pouvait faire le lien entre chaque partie et choisir les discours les plus " parlants " pour chaque détail. J'ai dû, bien évidemment, retirer plusieurs éléments pour mieux synthétiser...

Mamy Henintsoa Randrianjatovonarivo

Top 5

S'il n'est pas toujours possible d'éviter totalement le stress, il est cependant possible de maîtriser certains aspects lors de sa préparation à la soutenance de thèse pour le diminuer. Dans cet article, cinq conseils vous sont proposés.

Charlotte Cyprienne Ezebada

"Il était une fois..." Quoi de mieux pour débuter une histoire! Raconter une histoire, c'est l'un des premiers conseils donnés pour vulgariser ses travaux de recherches. Alors raconter une histoire, oui, mais pas n'importe comment.

Adrien Gaudon

C'est un bien drôle d'animal que le "fil conducteur", cet enchaînement des idées qui garde le lectorat dans un texte, votre communication scientifique, jusqu'au bout.

Jean-François Cliche

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RaccourSci, la communication scientifique sans détour

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RaccourSci est une plateforme pour une communication scientifique sans détour. Elle vous donne accès à une multitude de ressources sur la communication scientifique en français pour exprimer de manière claire, simple et concise le fruit de longues années de recherches, tant pour les pairs que pour le grand public.

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Guide de mise en œuvre d'une infrastructure de soutien à l'implantation et au transfert de connaissances

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Guide de mise en œuvre d'une infrastructure de soutien à l'implantation et au transfert de connaissances

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Publié en Juin 2023
Québec - Publications du ministère de la Santé et des Services sociaux

Cette trousse en soutien à l’implantation de pratiques prometteuses et au transfert de connaissances dans le réseau de la santé et des services sociaux (RSSS) contient de nombreux outils pratiques fondés sur l’avancement des connaissances et applicables dans le contexte québécois.

Ce guide décrit les pratiques pour instaurer une gouvernance, une instance ou une équipe de soutien à l’implantation de pratiques prometteuses. Ces diverses composantes visent l’adoption de pratiques fondées sur des données de qualité, le rehaussement des connaissances et des compétences des équipes sur les plans organisationnels et cliniques afin de contribuer à l’amélioration de la qualité des soins, des services en santé et en services sociaux.

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Vademecum à destination des chercheur·euses et des partenaires de terrain - Interface | Unil

Ces documents sont construits comme des guides à la réflexion des parties prenantes quand ils décident de se lancer dans une collaboration. Ils ont pour objectif de soutenir les partenaires dans la création d’une dynamique commune de collaboration, à favoriser et soigner les échanges, de réaliser au besoin des ajustements tout au long du processus pour que la collaboration satisfasse chacune des parties. Vous y trouverez un choix de questions qu’il est utile de se poser dans le cadre d’un partenariat qui réunit des représentant·es du monde de la recherche et des représentants du secteur public, associatif ou privé, de fondations ou d’ONG.

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La SWISS SCIENCE FILM ACADEMY est fondée par des scientifiques et des cinéastes suisses, toustes animés d'une même passion : la communication scientifique par le cinéma.

La principale vitrine de la Science Film Academy est le Global Science Film Festival, dont la première édition a eu lieu en 2017

Depuis 2014, l'Académie a mis en place des programmes éducatifs pour le film scientifique dans onze universités et centres de recherche suisses.

Depuis 2016, l'Académie a mis en place le Science Filmmaking Marathon en Suisse.

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The SWISS SCIENCE FILM ACADEMY is founded by Swiss scientists and filmmakers, all with one passion "science communication through film".

The main showcase of the Science Film Academy is the with its first edition in 2017

Since 2014, the Academy established educational programs for science film in eleven Swiss universities and research centres

Since 2016, the Academy established the Science Filmmaking Marathon in Switzerland

Schaepman-Strub is Professor of Earth System Science at the University of Zurich and Scientific Director of the Swiss Polar Institute. She is regularly out in the Siberian Arctic for fieldwork. Her research focuses on global change drivers and their interaction with Arctic biodiversity, ecosystem functions, and people.

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Swiss Science Film Academy | Swiss Science Film Festival

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Swiss Science Film Academy | Switzerland | Swiss Science Film Festival

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Trousse d’outils pour l’évaluation des programmes

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Trousse d’outils pour l’évaluation des programmes

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Institut du savoir sur la santé mentale et les dépendances chez les enfants et les jeunes. (2024). Une meilleure compréhension pour un impact plus grand : trousse d’outils pour l’évaluation des programmes.

Un outil pour l'évaluation des programmes : outils permettant de planifier, d'effectuer et d'utiliser l'évaluation

Cette trousse d’outils actualisée pour l'évaluation des programmes peut vous aider à planifier et à réaliser des évaluations et à utiliser leurs résultats pour améliorer vos services, obtenir du financement et accroître leur impact. Cette trousse d’outils a été entièrement remaniée pour refléter les plus récents changements dans le domaine de l'évaluation et mettre l'accent sur l'équité et la collaboration.

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Contexte Suisse | Rapport du FNS sur l'impact social de la recherche | 2022 (En)

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Contexte Suisse | Rapport du FNS sur l'impact social de la recherche | 2022 (En)

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Ce document présente les résultats d'une étude sur l'innovation sociale dans les projets de recherche financés par le Fonds national suisse (SNSF). L'étude a utilisé un sondage et des entrevues pour explorer la manière dont les projets de recherche contribuent à l'innovation sociale, en examinant divers aspects tels que l'implication d'acteurs non académiques, les motivations des chercheurs, et les résultats obtenus. Une analyse factorielle a été menée pour créer un indice d'innovation sociale. Enfin, le document formule des recommandations pour améliorer l'impact social des projets de recherche futurs.

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Schuch, Klaus, Lampert, Dietmar, Neuhuber, Tatjana, Demir, Utku, Koller, Katharina, Plumhans, Laure-Anne

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Social Innovation as Valuation and Outcome Category of SNSF-funded Research

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Final report on the study “Social Innovation as Valuation and Outcome Category of SNSF-funded Research” conducted by the Center for Social Innovation, Vienna. Mandated by the Swiss National Science Foundation (SNSF) and carried out from 2021 to 2022, the study is part of the work done under the SNSF’s strategic priority “Value of Research”. With a mixed-methods-approach of a survey (sample of 1002 PIs, 361 participants) and in-depth interviews with principal investigators (47 interviews) and practice partners (8 interviews), the study used the concept of social innovation as an analytical starting point to trace contributions to social impact from SNSF-funded research projects.