Creating an Inclusive Space for Research Conversations
A critical reflection
DOI:
https://doi.org/10.31273/eirj.v12i3.1858Keywords:
research conversation, EDI, inclusion, interdisciplinarity, peer-coaching, inclusive research cultureAbstract
Within and across university departments, research seems to be much less discussed among colleagues – beyond small, existing coteries – during the conceptualisation and planning stages than showcased when already complete. Hierarchies, silos and lack of opportunities to engage may exclude individuals from potentially valuable research conversations, depending on status, contract type or access to existing research groups. Indeed, conversations about research across different, specialised interests seem to have decreased since the pandemic, hindering the development of new interdisciplinary relationships.
The project referred to in this critical reflection sought to foster inclusive conversations about envisioned or ongoing research through activities engaging contract researchers, professional services staff, research students and academic staff across levels. Using peer-coaching guidelines and question prompts, the project team, comprising members in diverse roles and career stages, co-created empathic, non-judgmental and non-hierarchical conversation formats and trialled these with 24 participants across different roles and career stages at a departmental event.
In this paper, we critically reflect on this attempt to create an innovative inclusive space for research conversations, explaining how the project team dealt with the challenges of silos and hierarchies and highlighting some of the tensions and difficulties involved in creating such a space. Reflective writing, discussions and survey questionnaires distributed during the project showed that intentional groupings and guided interactions did, to some extent at least, counter structural barriers in the service of an inclusive research culture, fostering mutual respect and support while encouraging research reflection.
Funding Acknowledgement
The project referenced in this paper and an ongoing Phase Two extension (October 2024–July 2025) with the same title – was funded by the University of Warwick Enhancing Research Culture fund.
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Copyright (c) 2025 Ayten Alibaba, Richard Smith, Yvette Yitong Wang
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