Our vision

Who Cares in the University? Reimagining Research Cultures through research with and by disabled and chronically ill researchers is a 12 month Wellcome Trust funded research programme that seeks to not only understand the experiences of academics who are disabled, chronically ill or are neurodivergent but to extend the lessons that we can learn from this experience to everyone. ‘Who cares’ reimagines research cultures that are kind and care(ful) in both research policy and practice. Identifying ableist and disablist discourses obviously benefits marginalised groups, whose situations are made more difficult through the various ways that discrimination can intersect (with gender, class, age and race). Our aim however is to use the lived experiences and expertise of disabled and chronically ill academics to improve research cultures for all. E.g., enhancing policy literacy, defaulting to hybrid and online events, ensuring accessible design, resources for collegial leadership and opportunities for slow scholarship. Tangible benefits for everyone to flourish through a critical evaluation of universal design is an important impact as its principles are considered (e.g., flexibility, simplicity, information clarity, etc).

Lessons for all?

Introduced by American architect Ron Mace Universal design promotes design that is usable for all without need for adaptation What is Universal Design? – The UD Project.). We highlight how all researchers can be supported in research that they do within the research cultures they are in. Universal design principles, such as simplicity is not just for academics with impairments however as this promise is benefits for all. Through a critical evaluation of a Universal design approach to our findings we will emphasize benefits to the ‘greatest possible extent’ in research cultures (fully aware that there is no one size-fits-all approach). Whilst no one size fits all that does not detract from attempting to empower the greatest number of people. 

Slowly ...

Arguing for a more considered conscientious approach to academic work through slow scholarship has gained popularity by for example, stressing deliberation, caution, thinking time. We seek to reclaim time, through experimenting, when possible, with ‘deliberation over acceleration’ (Berg and Seeber 2016: x) with working ‘slow and fast’. Providing opportunities to slow down (at different speeds and times, from small behaviour changes to radical reorganisation) and work within a caring environment that is the responsibility for all team members (with collegial leadership) emphasises how people achieve (for themselves as well as each other and the university) and the insights guidance generated will enable research teams and leaders to work more inclusively and in a collegial respectful way. However, experiments with slow scholarship will offer insights about how realistic it is. For example, those who have precarious contracts or are at an early stage in their career (e.g., research fellows employed on ‘Who Cares’) may be most at risk for ‘the need for speed’. How will care and slow scholarship sit together now and in the future?