Demystifying academics to enhance university–business collaborations in environmental science. / Hillier, John; Saville, Geoffrey; Smith, Mike; Scott, Alister; Raven, Emma; Gascoigne, Jonathon; Slater, Louise; Quinn, Nevil; Tsanakas, Andreas; Souch, Claire; Leckebusch, Gregor; Macdonald, Neil; Milner, Alice; Loxton, Jennifer; Wilebore, Rebecca; Collins, Alexandra; MacKechnie, Colin; Tweddle, Jaqui; Moller, Sarah; Dove, MacKenzie; Langford, Harry; Craig, Jim.

In: Geoscience Communication, Vol. 2, No. 1, 15.01.2019, p. 1-23.

Research output: Contribution to journalArticle

Published

Standard

Demystifying academics to enhance university–business collaborations in environmental science. / Hillier, John; Saville, Geoffrey; Smith, Mike; Scott, Alister; Raven, Emma; Gascoigne, Jonathon; Slater, Louise; Quinn, Nevil; Tsanakas, Andreas; Souch, Claire; Leckebusch, Gregor; Macdonald, Neil; Milner, Alice; Loxton, Jennifer; Wilebore, Rebecca; Collins, Alexandra; MacKechnie, Colin; Tweddle, Jaqui; Moller, Sarah; Dove, MacKenzie; Langford, Harry; Craig, Jim.

In: Geoscience Communication, Vol. 2, No. 1, 15.01.2019, p. 1-23.

Research output: Contribution to journalArticle

Harvard

Hillier, J, Saville, G, Smith, M, Scott, A, Raven, E, Gascoigne, J, Slater, L, Quinn, N, Tsanakas, A, Souch, C, Leckebusch, G, Macdonald, N, Milner, A, Loxton, J, Wilebore, R, Collins, A, MacKechnie, C, Tweddle, J, Moller, S, Dove, M, Langford, H & Craig, J 2019, 'Demystifying academics to enhance university–business collaborations in environmental science', Geoscience Communication, vol. 2, no. 1, pp. 1-23. https://doi.org/10.5194/gc-2-1-2019

APA

Hillier, J., Saville, G., Smith, M., Scott, A., Raven, E., Gascoigne, J., Slater, L., Quinn, N., Tsanakas, A., Souch, C., Leckebusch, G., Macdonald, N., Milner, A., Loxton, J., Wilebore, R., Collins, A., MacKechnie, C., Tweddle, J., Moller, S., ... Craig, J. (2019). Demystifying academics to enhance university–business collaborations in environmental science. Geoscience Communication, 2(1), 1-23. https://doi.org/10.5194/gc-2-1-2019

Vancouver

Hillier J, Saville G, Smith M, Scott A, Raven E, Gascoigne J et al. Demystifying academics to enhance university–business collaborations in environmental science. Geoscience Communication. 2019 Jan 15;2(1):1-23. https://doi.org/10.5194/gc-2-1-2019

Author

Hillier, John ; Saville, Geoffrey ; Smith, Mike ; Scott, Alister ; Raven, Emma ; Gascoigne, Jonathon ; Slater, Louise ; Quinn, Nevil ; Tsanakas, Andreas ; Souch, Claire ; Leckebusch, Gregor ; Macdonald, Neil ; Milner, Alice ; Loxton, Jennifer ; Wilebore, Rebecca ; Collins, Alexandra ; MacKechnie, Colin ; Tweddle, Jaqui ; Moller, Sarah ; Dove, MacKenzie ; Langford, Harry ; Craig, Jim. / Demystifying academics to enhance university–business collaborations in environmental science. In: Geoscience Communication. 2019 ; Vol. 2, No. 1. pp. 1-23.

BibTeX

@article{3fb54e429251489487f8ee34718de4e7,
title = "Demystifying academics to enhance university–business collaborations in environmental science",
abstract = "In countries globally there is intense political interest in fostering effective university–business collaborations, but there has been scant attention devoted to exactly how an individual scientist's workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, tension exists between opportunities presented by working with business and non-optional duties (e.g. administration and teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, typical full-time scientists may be able to free up to 0.5 day per week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a “user guide” to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and a newly created representative set of appraisal criteria to explain how they may be effective, mutually beneficial and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literature on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts and user guide) may serve as templates for how people may act differently to work more effectively together.",
keywords = "University-business collaboration, impact, innovation, knowledge exchange, job specification, appraisal criteria, risk practitioner, catastrophe modelling, insurance sector, reinsurance",
author = "John Hillier and Geoffrey Saville and Mike Smith and Alister Scott and Emma Raven and Jonathon Gascoigne and Louise Slater and Nevil Quinn and Andreas Tsanakas and Claire Souch and Gregor Leckebusch and Neil Macdonald and Alice Milner and Jennifer Loxton and Rebecca Wilebore and Alexandra Collins and Colin MacKechnie and Jaqui Tweddle and Sarah Moller and MacKenzie Dove and Harry Langford and Jim Craig",
year = "2019",
month = jan,
day = "15",
doi = "10.5194/gc-2-1-2019",
language = "English",
volume = "2",
pages = "1--23",
journal = "Geoscience Communication",
number = "1",

}

RIS

TY - JOUR

T1 - Demystifying academics to enhance university–business collaborations in environmental science

AU - Hillier, John

AU - Saville, Geoffrey

AU - Smith, Mike

AU - Scott, Alister

AU - Raven, Emma

AU - Gascoigne, Jonathon

AU - Slater, Louise

AU - Quinn, Nevil

AU - Tsanakas, Andreas

AU - Souch, Claire

AU - Leckebusch, Gregor

AU - Macdonald, Neil

AU - Milner, Alice

AU - Loxton, Jennifer

AU - Wilebore, Rebecca

AU - Collins, Alexandra

AU - MacKechnie, Colin

AU - Tweddle, Jaqui

AU - Moller, Sarah

AU - Dove, MacKenzie

AU - Langford, Harry

AU - Craig, Jim

PY - 2019/1/15

Y1 - 2019/1/15

N2 - In countries globally there is intense political interest in fostering effective university–business collaborations, but there has been scant attention devoted to exactly how an individual scientist's workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, tension exists between opportunities presented by working with business and non-optional duties (e.g. administration and teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, typical full-time scientists may be able to free up to 0.5 day per week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a “user guide” to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and a newly created representative set of appraisal criteria to explain how they may be effective, mutually beneficial and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literature on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts and user guide) may serve as templates for how people may act differently to work more effectively together.

AB - In countries globally there is intense political interest in fostering effective university–business collaborations, but there has been scant attention devoted to exactly how an individual scientist's workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, tension exists between opportunities presented by working with business and non-optional duties (e.g. administration and teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, typical full-time scientists may be able to free up to 0.5 day per week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a “user guide” to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and a newly created representative set of appraisal criteria to explain how they may be effective, mutually beneficial and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literature on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts and user guide) may serve as templates for how people may act differently to work more effectively together.

KW - University-business collaboration

KW - impact

KW - innovation

KW - knowledge exchange

KW - job specification

KW - appraisal criteria

KW - risk practitioner

KW - catastrophe modelling

KW - insurance sector

KW - reinsurance

U2 - 10.5194/gc-2-1-2019

DO - 10.5194/gc-2-1-2019

M3 - Article

VL - 2

SP - 1

EP - 23

JO - Geoscience Communication

JF - Geoscience Communication

IS - 1

ER -