Collaboration for Democratic Change: A Guide for Practitioners and Academics.

GeorgeBolton, SarahCastell, JessieJoeJacobs, CharlotteObijiaku andGrahamSmith

Collaborationfor democraticchange

AGUIDEFORPRACTITIONERS ANDACADEMICS

DEMOCRACYUNDERPRESSURE

DemocracyintheUKisincreasinglyunderpressure.Adiverseand growingmovementisbuildingtohelprenewandprotect democracy,madeupofpeoplewhowanttomobilise,campaignand gainmoreinfluenceoverthedirectionofourfuture.Onehopefulsign istheinterestamongstdemocracypractitionersandacademicsto collaborate,torealisedemocraticandbroadersocialchange. Collaborationpromisescreativityandinnovationinmeetingthe democraticchallengesweface.

Bothgroupsbringtheirownskillsandexperiencetothe collaboration.Academicshavespecialistresearchtraining,enabling them,forexample,todeepenunderstandingofchallengesweface andevaluatetheeffectivenessofinterventions.Practitionersfrom civilsocietyandthethirdsectorhaveunrivalledexperienceof workingcloselywithcommunities,givingthemvaluableexpertisein howpolicyworksontheground.

Manypractitionersandacademicsaremotivatedtocollaborate.But often,theydon’tknowhowtogetstarted,whatsuccessful collaborationlookslike,orhowbesttosustainrelationships.This Guideaimstohelpovercomethischallenge.Here,wesummarisethe findingsofaparticipatoryresearchprojectthatexploredhow collaborationworks,whenandhowitgoeswrong,andgoesright.We offersuggestionsforhowfuturecollaborationcouldworkbest.

Thisisnotthelastwordonthisissue.Itisthefirststepindevelopinga setofcoherentresourcesthatacademicsandpractitionerscanall contributetoanduse.Hopefullyitwillinspiremorepractitionersand academicstotrycollaborationfordemocraticandsocialchange;so thatwecanallworktowardsathrivingdemocracy.

TOPTIPSFORSUCCESSFUL COLLABORATION

RELATIONSHIPS FIRST

Collaborativeworkbetween academicsandpractitionersis morecomplicatedthaneveryday workwithinanorganisation,or betweenorganisationswithinthe samesector.Ittakestimetofeel comfortablewitheachotherso thatyoucanbehonestandopen aboutchallengesastheyarise. So,spendtimegettingtoknow eachother.It’sworthit-andit’sa formofcollaborationinitsown right.

BUILDONEACH OTHER'SSTRENGTHS

CRITIQUEPOWER IMBALANCES

FINDSHARED VALUESANDGOALS

Identifyingsharedvalueswith collaboratorscanhelpbuild mutualrespectand understanding.Oncethatbondis made,itbecomeseasiertowork towardssharedgoalsformutual benefit.Clarifyingsharedvalues andgoalswillhelptosustain yourcollaborativeworkthrough inevitableupsanddowns.

Collaborationacrosssectors involvesrecognisingone another’ssuperpowers,even whenthisisn’twithinyourown comfortzone.Practitionerstend tospendmoretimeonproblemsolving,areoftenclosertolived experienceandhavemore insightintohowdemocracy worksinthe‘realworld’. Academicshavein-depth knowledgeofresearchintheir fieldofinterestandhave receivedspecialisttrainingthat enablescriticalandrigorous analysisofoftencomplex democraticissues.Recognising andcomplementingeachother’s strengths,andbeinghonest aboutourownknowledgeand skillgaps,helpscollaborationto beeffectiveandimpactful.

EMBRACETHEAWKWARD CONVERSATIONS

Whateachpartyseeksto achieveinanycollaboration shouldbeclearfromthestart. Everyoneshouldfeeltheproject willmeettheirneeds.Don’tbe afraidtodiscussspecificoutputs andoutcomesfromtheproject. Raisethesequestionsearlyon, surfacinganytensionsorissues andrevisitthemasprojectscan changeovertime.The collaboratorsshouldmakesure thatonepartner’sneedsfromthe projectarenotoutweighingthe others’.

Analysepowerdynamics together.Whohasthemost powerandinfluenceinshaping thiscollaboration?Whosewider interestsarebeingserved throughthiswork?Whoishaving lesssayovertheproject’s direction?Opennessbetween eachpartyoverthesebig questionsiscrucial.Donewell,a collaborationwhichisopenand consciousofthesequestionscan haveanimpactbeyonditselfevencontributingtothewider rebalancingofuneven professionalandsocialpower dynamics.It’sworthdoing,but canbehard,ashonestselfreflectioncanbeuncomfortable. Realchangecomeswhenwelook beyondourpersonalor organisationalself-interest.

BEYOUROWN ADVOCATE

BETRANSPARENT ANDREALISTIC

Weallhavebigideasabouthow tostrengthendemocracyand makeoursocietymorejustand fairer.Butover-committingisa bigrisk.Bothpartiesshouldbe realisticandtransparentabout theresourcesandcapacitythey cancommittoaproject.It’s bettertosucceedwithamodest projectthantoover-committo unrealistictargetsandendup disheartenedanddisillusioned. Buildingupcollaborationsslowly throughsmallerprojectscanalso helpeveryonegainthe confidenceandexperience neededtosucceedinbigger initiatives.

Beachampionofcollaborative work.Academicsshouldshare theconnectionsthey’vemade withcolleagues,highlighting wherecollaborativeworkcan feedintotheirinstitution’s broaderaims.Moresenior individualswithmorepowerand influencewithintheirinstitutions shouldtakeresponsibilityfor promotingcollaborationand makingthecaseforresourcesto supportsuchactivities.For academics,makethecasefor impact,knowledgeexchange andpublicengagementtobe integratedintoworkloadmodels andrecognisedaspartof promotionprocesses.For practitioners,buildintimefor advocatingandcommunicating thebenefitsofworkingwith academicstoyourwidersector, makesurethatyourcostsare adequatelycoveredingrant applicationsandplanfor practicaloutcomestoemerge fromcollaborations.

INTRODUCTION

ABOUTTHISGUIDE

AsetofcorevaluesmotivatedthecreationofthisGuide.Theyare sharedbytheteamthatledtheprojectandthosepractitionersand academicswhoco-createdtheGuideinworkshopsandinterviews.

Wewanttoworkwithotherstoachievechangeforthebenefitof ourdemocracyandsociety.

Weinsistonmutualrespect,dialogueandtrust.

Wearewillingtolistenandlearnfromeachother.

Weappreciatethevalueofdifferentformsofknowledgeand experience.

Weneedcollaborationstobenefit(oratminimumnotharmor exploit)allpartiesinvolvedandwidersociety.

Webelievethatthedemocraticcrisiscanbeaddressedfrom multipleperspectivesandacrossdifferentsectorsofsociety.

Wewelcomethechallengeofaddressingentrenchedpower dynamics,bothsocialandprofessional.

WHEREDIDTHEGUIDECOMEFROM?

ThisGuidehasbeencommissionedbytheDemocracyNetwork,which aimstodevelopatrusted,strong,diverseandwell-functioningnetwork toshareinformation,buildcapacityandexpandthecollectiveinfluence oftheUKdemocracysector.OneambitionoftheNetworkistofoster effectivecollaborationbetweenpractitionersandacademics.Wewant tomakesurethosecollaborationshavethebestchanceofsuccess.This GuideisafirststepbytheNetworktomakethatareality.

TheGuideitselfisanexampleofcollaboration.It’sacollaborativeeffort betweenasmallcoreteamofpractitionersandacademicsfrom Involve,theDemocracyNetwork,theUniversityofSouthamptonandthe CentrefortheStudyofDemocracyattheUniversityofWestminster.It hasbeensupportedbyasmallgrantfromtheUniversityofWestminster.

TheGuideisbasedonkeyinsightsfrom15interviews,2co-design workshopsand2roundsofcrowd-sourcedfeedbackfromarangeof academicsandpractitioners(moredetailsonmethodologyattheend oftheGuide).Itexploresandofferspracticaladviceonhowbesttobuild, sustainandnavigatecross-sectoralcollaboration.

ThisGuideisnotcomprehensive,orthefinalsayoncollaboration.Our aimistoencourageproductiveconversationsandactiononhowbestto collaboratetomeetthechallengesfacingourdemocracytoday.

WHOISTHISGUIDEFOR?

TheGuideisprincipallyforpractitionersandacademicswhohavea desiretoworktogethertorejuvenateandstrengthendemocracyinthe UK.Forthepurposeoftheguide,wehavedividedthemastwodifferent audiences,thoughinrealityitismorelikeaspectrum.

Weunderstandpractitionerstobethoseworkingwithincivilsocietyand thethirdsector.

Weunderstandacademicstogenerallybeemployedinuniversities. However,therearemanywaystoworkondemocracy.Thinktanksor privatesectorconsultanciesmayemployresearcherswhosework straddlesacademicandpractitioneractivities.Someresearcherswho collateevidencearounddemocracypushforwarddemocratic innovation,orsitwithinlocal,regionalornationalgovernment

institutions.Someworkasfreelancersinanumberofdifferentcontexts. Someindividualsmaybecombiningacademicresearchwithother practitionerworkorconsulting,somayidentifyasbothpractitioners andacademics.Practitionersandacademicsmayinhabitdifferent rolesatdifferenttimesintheircareers.

Bothpractitionersandacademicsmaybeworkingonissuessuchas citizenshipeducation,communitydevelopment,votermobilisation, representationofpoliticallymarginalisedgroups,democratic innovations,deliberativeandparticipatorydemocracy,etc.

TheGuideisprimarilyaimedatsupportingpractitionersandacademics incivilsociety,academiaandtheprivatesector,butitmaywellbeof interesttopublicofficialsworkinginlocalandnationalgovernmentand fundingbodies.Thevaluesandwaysofworkingwediscussmayhelp fostercollaborationswithpublicauthoritiesandmayhelpfunding bodiesdesignandsupportcollaborativefundingcalls.

Inshort,theGuideisforanyoneinterestedincollaborationtoimprove democracy,butwillhopefullybeparticularlyusefulforthosewithless experienceofcollaborationandtohelpacademicsandpractitioners understandoneanotherbetter.Tosustainandenhanceourdemocracy, weneedtofosterdifferenttypesofcross-sectoralcollaborationsaimed atsocialandpoliticalchange.

WHYDOWENEEDTHISGUIDENOW?

Ifyouarereadingthis,youwillprobablyrecognisethatdemocracyin theUKandelsewhereisunderseriousstress.Whilecrisessuchasthe impactoftheCOVID-19pandemic,climatebreakdownandendemic racismputpressureondemocracytheyalsopresentopportunitiesfor transformativechange.Shapingthefutureofourcountrycannotbeleft toasmallnumberofpowerfulinterests.Ifthosewhohaveadeep commitmenttodemocraticvaluesdonotplayanactiveand coordinatedrole,democraticinstitutionsandprocesseswillfailto representpublicinterestsandrespondtothecomplexneedsofour communities.

Onepotentialdriverofchangeiscollaborationsacrosssectors. Numerouspractitionersworkonthefrontlineofdemocraticchange fromcommunitytonationalandinternationallevels.Similarly,many academicswishtousetheirskillsandexpertisetoimprovedemocratic practice.However,wedon’talwaysknowhowtoworktogetherin mutuallybeneficialways.Practitionersandacademicsareoften

suspiciousofeachotherandunsurehowtodevelopeffective collaborations.

Somegreatcollaborationsarealreadyhappening-butsignificant opportunitiesandappetiteexistforfurtheranddeepercollaborations, asweheardattheworkshopsandinterviewsthatinformedthisGuide.

Butasoneworkshopparticipantargues,whatisneededisaculture shift,withacademicsandpractitionerssteppingoutoftheirsilosand comfortzonestorelatetoeachotherasindividualswithsharedvalues. Theacademicswhoengagedwithusstronglyagreedthatthosewishing topursuecollaborativeprojectswithpractitionersoftenface disincentives,andfurtherreformisnecessarywithinacademiato encouragethiskindofwork.

TYPESOF COLLABORATION

Collaborationsbetweenacademicsandpractitionerscancomeinall shapesandsizes.Thebestcollaborativepartnershipsarebuiltupover time.Smallercollaborationscanhelptobuildthetrustandmutual understandingneededforlarger,moreambitiousprojects,butarealso valuableintheirownright.Belowweintroducesomeofthedifferent formsthatcollaborationcantake,startingwiththesimplest.

CONVERSATIONSABOUTSHAREDVALUESANDINTERESTS

SharingideasoveracoffeeoraZoomcallcanbeawayofbuildingmutual trustandanopportunityforlearning.Identifyingsharedvalues,motivations andinterestscanhelpbuildlastingbondsandbreakdowncommon misconceptionsabouteachother'sprofessions.Oneoftheresearchersonthis project,whoiscurrentlydoinghisPhD,identifiedapractitionerorganisation thatwasalignedwithhisgoalsofpromotingcollectiveactionamongst democracyorganisations.Hereachedoutandthroughaninitialinformal Zoomcallaboutsharedinterestsbeganworkingwiththeorganisation. Eventuallythisledtoparticipationintheprojectteamthathasproducedthis Guide.Itwastheinitialconversationaboutsharedvaluesandintereststhat wasthefirststep.

SHARINGRESOURCESANDINFORMATION

Academicsandpractitionershaveaccesstodifferentresourcesand informationthatcanbevaluabletotheotherparty.Collaborationscanbe basedonsharingthesevaluableassets.Forexample,onepractitionerwe interviewedtoldusabouthowtheirorganisationwasplanningtocompilea datasetofMPs’votingrecordsinParliament.WhileonTwitter,hesawthatan academichadusedasimilardatasetinajournalarticle.Thepractitioner reachedoutandtheacademicwashappytosharethedataset,savingalotof timeandforminganewconnection.Asimilarexamplesawapractitioner organisationreachouttoanacademictohelpthemwriteabriefingthatwas intheacademic’sareaofexpertise.

Inbothcases,thepractitionerorganisationssavedsignificanttimeand resourcesandtheacademicsareabletoshowthattheirworkhassocial impact.Sharingofresourcesandinformationisaformofcollaborationinits ownright,butisalsoawayofbuildingmutualunderstandingandtrustfor othertypesofcollaboration.

SPENDINGTIMEINEACHOTHER’SORGANISATION

Weallcanhavepreconceptionsaboutorganisationsthatwehavenot experienceddirectly.Throughtakingthetimetolearnaboutandspendtimein eachother'sorganisations,wecanbuildadeeperunderstandingofthe contextswithinwhichweworkandbroadenourperspectivesonwhatis possible.

ApractitionergaveanexampleofcollaborationwithaPhDresearcherover thecourseof2years.Theresearcherspentmuchofthefirstyearinthe practitioner’soffice,learninghowtheorganisationworkedandadaptedto newchallenges.Inexchangefortheaccess,theresearcherintroducedthe organisationtoexistingacademicresearchrelevanttoitswork,whichisoften hiddentopractitioners.Thisprocessofmutualunderstandingbuilttrust whichmadeitmucheasiertoorganisetheresearcher’sdatacollectioninthe secondyear.

ORGANISINGWORKSHOPSANDOTHEREVENTS

Workshopsandothereventscanprovidevitalopportunitiestoconnectacross sectorsandstrengthenourprofessionalandpersonalrelationships.Theseare opportunitiesforsharedlearningandcanseedmoreextensivecollaborations. Anumberofacademicswespoketohaveusedtheiruniversity’scommitment toknowledgeexchangetoaccessspacefree-of-chargetoholdcollaborative eventswithpractitioners-orinsomecasestoaccessspecificfundsto supportco-createdtrainingworkshops.Oneinexperienceddirectaction groupworkedwithasympatheticacademictoorganiseworkshopsatthe university,bringingtogetheracademicsandmoreexperiencedcampaigners toinformthedevelopmentoftheirstrategy.

SMALLPROJECTSBASEDONNOORSMALLFUNDINGPOTS

Weallknowthatthingsgetdonefasterwhenthere’sfunding.But collaborationdoesnotnecessarilyneedspecificfinanceaslongasallparties canbearthecosts.Thisrequiresopenconversationsaboutwhatispossible.If aprojectbeginswithoutfunding,partofbeingagoodcollaboratorinvolves developingandsustainingacloseunderstandingoftherelevantfunding landscape.Nomatterhowsmall,it'salwaysworthapplyingforfundingto supportcollaborativework.

ThisGuideisoneexample!Ourteamhadbeguntalkingaboutthisproject, whenoneofusspottedasmallfundingcallathisuniversitytosupport participatoryresearchprojectswithpotentialforsocialimpact.Itwasenough tokickstartthecollaboration.

LARGEFUNDEDPROJECTS

Largeprojectscanhavebigimpact(butthenagain,socanwell-designed smallones!).Itisthehighprofilecollaborationsthatoftengettheheadlines. Oneexampleisapilotcitizens’assemblyintheUKthatwasacollaboration betweenacademicsandpractitioners,fundedbyanacademicresearch council.Sincethenthepractitionerorganisationhasorganisednumerous assembliesatlocalandnationallevel,ofteninvolvingacademicsasexpert leads.Theinitialpilothelpedestablishcitizens’assembliesasanaccepted modelofpublicparticipation.

Butsometimeswejumpintobigcollaborativeprojectsstraightoffbecauseof thepromiseofimpact.Anumberofourintervieweesandparticipantshad examplesoflargeprojectswheretheirexpectationswerenotmet,andwhich hadsignificantpersonalandprofessionalcosts.Thedangeristhatwehave notgottoknowourcollaboratorsandthatcancauseproblemsifwe misunderstandeachothers’motivationsandinterests.Butwhentheywork well,largeprojectscanmakeabigdifference.

UNDERSTANDING EACHOTHER

Oneofourinterviewquestionswas:“Whatdoyouwishyouknewwhen youbegancollaborationswithacademics/practitioners?”Acommon responsewasthatpeoplewishedtheyknewhowtheothersector worked.Differentworkstyles,prioritiesandvocabularycanmake collaborationsdifficulttogetofftheground.Here,weoffersome backgroundinformationforacademicsandpractitionerstobetter understandpotentialcollaborationpartners.

AREALLACADEMICSTHESAME?

No.Academicscomeinallshapesandsizes.Eachdiscipline,each universityandeachjobrolecanhaveitsspecificexpectationsandwork patternsthataffectthetimeavailableforanacademictospendon research.Onlyafewacademicshaveresearch-onlycontracts.Most havetobalanceteachingandadministrationalongwithresearch.

Availabletimeforresearchwillvaryatdifferentpointsintheyearespeciallywhenunderpressuretomarkexams!Differentdepartments anduniversitieshavedifferentviewsoncollaboration,althoughthe knowledgeexchangeandimpactagendas(seeBox1)areraisingthe profileoftheseactivitiesandopeningupopportunities.

Manyacademicsarepayingmoreattentiontothesocialimpactof theirworkandsoshouldbemoreopentocollaborationwith practitioners.Thisisnotjustapersonalagendaofthoseacademics whohaveastrongsenseofresponsibilitygiventhesocialand ecologicalchallengesweface,buttheresultofanumberofdrivers.

Researchimpact.Universitiesreceiveablockgrantforresearch fromtheirfundingcouncilbasedonregularassessmentofa department’soutputs(e.g.,publications),impactand environment.InthelatestResearchEvaluationFramework(REF) 2021,15%ofthefinalresult(andhencefunding)wasbasedon impactcasestudiesthatprovideevidenceofthesocialand economicimpactofresearch.

Knowledgeexchange.Arelativelynewdevelopmentrequires universitiestocompletetheKnowledgeExchangeFramework (KEF)whichattemptstocapturethewaythatacademicswork withdifferentpartners(includingvoluntaryandthirdsector organisations)toensureknowledgecanbeusedforthebenefitof theeconomyandsociety,rangingfrompubliceventstothe developmentofnewproducts.

Researchfunding.Manyacademicresearchfundersare increasinglyinterestedinsupportingcollaborationandimpact. Forexample,theEconomicandSocialResearchCouncilallowsup to30%ofcollaborators'coststobeallocatedtonon-academics.

Corporatesocialresponsibility.Manyuniversitiestrumpettheir socialresponsibilities,fromtheircommitmenttoUNSustainable DevelopmentGoalsthroughtothecommunitieswithinwhichthey arelocated.

Universitiesarebeginningtorecognisetheeconomicand reputationalvalueofimpactandinvestresources,supportandtime. Theextenttowhichinstitutions,departmentsandindividual academicsembracetheseemergingagendasvaries.Theycanbe underminedbyseniorcolleaguesandmanagerswhodonotbuyinto theagenda.Butmostuniversitiesnowhaveimpactand/orKEofficers, academicmanagershavetoaccountforactivitiesintheseareasand (limited)internalfundsareoftenavailabletosupportthissortofwork. Academicsandpractitionerscanexploittheseagendastofacilitate collaboration!

Justlikewithanyjob,theseniorityofanacademicmattersalottoo. Whetheranacademicisatthebeginningoftheircareer(eitherasaPhD researcheroranEarlyCareerResearcher)orisapermanentmemberof auniversitydepartmentcanhaveanimpactontheircapacityto engage.Moreseniorcolleaguesshouldbeabletomakethecasefor collaboration,butmayalsobetiedupwithmanagement responsibilities.PhDresearchersinprinciplehavemoretimeastheyare concentratingprimarilyonresearch.Muchdependsonwhetherthey arefundedorwhethertheyhavetoworktosupporttheirstudies-and theyhavetocompletetheirtheses!

Academicjobscanvaryincontractlengths.Whilesomemoresenior academicsareonpermanentcontractsandhaveyearstodedicatetoa topicoftheirchoosing,manyjunioracademicsareonfixed-term contractsasshortasoneyear.Time-constraintsrelatingtocontracts andfundingconsistentlyappearedinourinterviewsasreasonsfor collaborationsending.Buildingrelationshipsonlong-termgoalsand valuescanhelprelationshipsoutlasttheseshort-termcycles.

WHATABOUTPRACTITIONERS?

Practitionersareanequallydiversegroup-perhapsmoreso.Theywork indifferenttypesoforganisations.Incharities,allworkdoneandtime spentwillneedtoleadtotangibledemonstrationofimpactontheir mission.Theirprogressatachievingtheirmission,oroverallaim,isthen reportedtotheCharityCommission,theirfundersandtheworldat large.Thismeanspractitionersincharitiesneedtoprioritisethemost focused,impactfulactivities.Otherorganisationsinthe‘thirdsector’(as opposedtotheprivateorpublicsectors)includecommunityinterest companies(CICs),co-operatives,‘think-tanks’and‘do-tanks’.These organisationsarenotgearedtowardsprofitbutinsteadpursuesocial andpoliticalchangethroughpracticalprojectsorboth.Some organisationscanincludeaprofitmakingarm,orarequirementto createprofittosupportsocialaims,andthisneedstobeunderstoodand respectedwithinthecollaboration.

Thepurpose,ormission,ofpractitionerorganisationscandiffergreatly. Organisationsmayexisttoservetheinterestsoftheircommunity,likea religiousinstitution,ortofurtheraparticularpoliticalcause,orto produceresearchonparticularissues.Thepurposeoftheorganisation willshapethetypeofcollaborationsthatpractitionerscanengagein; andwillaffectthetypeofoutputstheorganisationisconstrainedto produce.

Alargegrantcanchangeasmallorganisationsuddenlyasitrapidly regearstonewpriorities.And,iffundingstops,thiscanputpressureon

cashflowanddramaticallyreduceexpectationsofimpact.Sudden changes,likeasnapelection,governmentreshuffleorunexpected policyshift,canaffectthedaytodayoperationoftheorganisation.

Practitionerorganisationscanvarysignificantlyinsizewhichshapes theircapacity(thenumberandsizeofprojectstheycanpursueatthe sametime)andtheresourcesithasavailable(thetime,moneyand otherassetsthatitcanexpend).Jobrolescanvarywidely,withsmall organisationshavingfewerpeopleperformingmultipleroles,while largerorganisationsmayhavewholedepartmentsandteams responsibleforsomeareasofwork.Aswithacademics,theseniority andexperienceofthecontactcanmatteralotwhenitcomestogetting workofftheground.

Thevariationsacrossacademicandpractitionercontextsmeansitis importanttotaketimetounderstandapotentialpartner’ssituationin ordertobreakdownpreconceptions,buildmutualunderstandingand setrealisticgoalsandobjectives.

BOX2

Impactforpractitioners

Dependingonwhethertheorganisationisacharity,aconsultancy,a commercialserviceprovider,orsomecombination,practitionerswill needtodemonstratedifferentkindsofimpact,thoughtheyareoften lessrestrictedthanacademicsinthewaystheymonitorandevaluate these.

Towardstrategicobjectives.Manyorganisationswillhavea theoryofchangewhichtheyusetoidentifytheoutputstheyneed tocreatethroughtheirworkandtheoutcomestheywantthoseto achieve.Theywillneedtoprioritiseworkwhichdeliversthoseas closelyaspossible,andjustifythistostakeholders.Thismaymean thatacollaborationwhichhasabroadpurposeandcanbenefit societyinthelongtermmightalsoneedtohaveimmediateand tangiblebenefitsbuiltinfortheconstituenciesthepractitioners worktosupport(e.g.particularsocialgroups,localareas).

Towardcommercialtargets.Everypieceofworkwillhavean opportunitycost,andsomepractitionerswillneedtomake commercialdecisionsaboutwhattogofor.

Accordingtohowfundershavespecifiedimpactsshouldbe reported.Inagrant-fundedcollaboration,practitionersand academicsmaybothneedtoidentifywaystoreportimpactwhich workwiththestrictrequirementsoffeedbacktograntfunders.

BARRIERSTO COLLABORATION

Theinterviewsandworkshopsuncoveredkey,interconnectedthemes whicharosetimeandagainasbarrierstosuccessfulcollaborations. Academicsandpractitionersoftenwanttocollaborate,yet collaborationscanbedifficult,andatworsttheygeneratean unproductivecyclethatcanleadtofrayedrelationshipsand inequitableoutcomes.

ANUNPRODUCTIVECYCLEOF COLLABORATION

Incentivestructuresdiffer

Despiteoftensharingvaluesandinterests, academicsandpractitionerspursuediffering objectivesintheirwork-whichcanpullplansin differentdirections.

Poorresults

Theprojectthennotmeet theneedsofbothparties, thereforebeingmore extractivethan collaborative.Oneside,or evenboth,arediscouraged fromfuturecollaborations andpowerimbalancesare reinforced.

INCENTIVESTRUCTURESSHAPE DIFFERENTPRIORITIES

“It’sallaboutthe‘caseforpromotion’.Ourincentivestructuredoesnot leavemuchtimetospendonbuildingrelationshipswithpractitioners” Academic

“Wemakeourlivingfromtellingapassionatestoryaboutwhatwedo.We needacompellingnarrativenotcomplexity”Practitioner

Academicsandpractitionershavedifferentincentivestructures.The pressurestheyareunderintheirrolesshapetheirprioritiesandwhatthey wishtogetoutofacollaboration.Ifeachother’smotivationsaren’t understoodandmadetransparent,itcanleadtoonepartyinvestingtime, energyandotherresourcesintoaprojectthatdoesnotdelivertheir expectedoutcome.Weheardtoomanystorieswhereacollaborationended upworkingtowardsoneparty’sobjectiveswithoutsufficientlypursuinga sharedagenda.Understandingyourcollaboratingpartner’sincentive structurecanmakeidentifyingsharedgoalseasier.

Prioritiesintension

Academicsareoftenjudgedbytheiruniversities(andtheirpeers)onthe qualityandnumberoftheirpublications(normallyintheformofjournal articlesandbooks)andtheresearchfundingtheyattract.More experiencedacademicsstressthatEarlyCareerResearchersneedtobe awareofhowtocarryoutcollaborativeprojectswithoutharmingtheir chancesoffutureemploymentandprogression.Theimpact,public engagementandknowledgeexchangeagendasthathaveemergedin universitiesinrecentyearsarekeyhere(seeBox1onpage13)andcanbe exploitedtotheadvantageofacademicswishingtoengagein collaborativeactivities.

Practitionersaremuchmoredrivenbyensuringimpact,forexampleonthe communitiesorstakeholdersthattheyserve,andcanfindithardto understandthesystemofacademicpublishingandwhyacademicsmust jumpthroughsomanyhoopswhiledoingtheirwork.Practitionerswithless experienceareoftenunsurewhattheycanbringtocollaborations.

Timescales Capacity

Differencesintheinstitutional andproject-specificcapacity betweencollaboratorscan producepowerimbalances, hinderhonestdiscussionsabout prioritiesandtimescales, preventingacollaborationfrom reachingitsfullpotential

Individualsmayenter collaborationswithonly theirobjectivesinmind, notreflectingonhowthe overallprojecthelpsboth parties.Wantingtobe involved,partnersmay commit,buttheprojectis notdesignedtomeet bothparties'sneeds. Practitionerstendto wantprojectoutcomes onatighterscalethan academics.Ifone collaborator'sneedsare prioritised,theothermay notgettheirdesired outcomeontime,ifatall.

PRIORITIESCOMEINTOTENSION: EXPLOITATIONCANBETHERESULT

“Collaborationisnotaone-waystreet.Weneedtoknowwhatwecanget outofittoo.Weneedafrankdiscussionearlyon”Practitioner

“IdidmanycollaborativeprojectsthatIenjoyed,butharmedmycareer becauseIcouldn’tuseanythingfromthem”Academic

Unintentionally,thoseseekingtocollaboratecandosowithoutreflecting onwhattheyarebringingtothetableandthedemandstheyareplacingon partners.Thiscanleadtopeopleoverextending,offeringfreetime, expertiseorresourcesforotherpeople’sprojectswithoutreceiving anythinginreturn.

Practitionersareoftenconcernedthattheywillbeusedforacademics’own interestsandco-optedintoacademicprojects.Theyalsoworrythat academicoutputsareoftenhiddenbehindexpensivepaywalls.Everyone withexperienceofcollaborationshasastorytotellaboutwhenthey investedtimeandenergyintoacollaborativeprojectwithoutgetting anythingoutofit.Theseexperiencestaughtthemtobeupfrontearlyon withtheiraimsandobjectives-andavailableresourcesandcapacity. Thesehonestconversationsarekeytoensuringmutualbenefitand buildingtrust.

Itisessentialtoundertakeapoweranalysis,makingsurethatonepartyis nottakingadvantageofanother.Ifnot,theworkcanbecomeextractiveexploitingoneorotherside.Theprincipleofmutualbenefit-ensuringthat bothpartiesarebenefitting-isagoodwayofaddressingthisissue. Benefitsneedn’tmeanatangibleoutput,onepartymightbebenefitingin termsofvaluableexperienceortraining.

Extractivecollaborationscanhappentheotherwayroundtoo.Particularly earlyintheircareers,academicsrecountedstoriesofhelpingoutwith practitioners’projectsthathadnorelevancetotheirareaofworkora tangibleoutputforthem.Althoughfavoursareagreatwayofbuildingtrust, allpartnersshouldbewearyofcommittingconsiderableamountsoftime fornotangiblegain.

TIMESCALESCANCLASH

“Weneedtojustgetitontheinternet.Thatcanbedifficultwhenthe academicneedsmonthsofprocessingtimefortheoutput”Practitioner

“Irememberbeingtoldtoevaluateaprojectin2weeksbutitseemedmore like2-monthsofwork,whichIjustdidn’thavetimefor”Academic

Bothacademicsandpractitionersareoftenshortontimeandunderalotof workstress.Collaborationscanfizzleoutorbecometenseifthere’salackof honestdiscussionsaboutexpectationsanddeadlinesfortheoutputor outcomeofaproject.

Practitionersoftenneedtoprioritiseefficiency,wantingtoseetheresultsof theirprojectwithoutdelaysoastohavethebestchanceofimpacton practice.Speedisoftenarequirementoffunding.

Academicarticlescantakemonthsoryearstoproduce,beacceptedbya journalandthenendupbehindpaywalls.Whilejournalarticlesandbooks arenecessaryforacademicprogression,experiencedacademics consistentlyrecommendthatitispossibletocreatemultipletypesof outputsfromcollaborativeresearchthatareavailableatdifferenttimes andtargetedatdifferentaudiences.Non-academicoutputsandoutcomes thathavesocialandpoliticalimpactarebecomingvaluablewithin academia.

CAPACITYBECOMESTIGHT

“It’softendifficulttofindmoneytopaypractitionerswithin collaborations,whichmeansyouhavetoofferfavoursthataddtoyour workload”Academic

Wegetsomanyrequestsforcollaborationfromwell-meaningMasters andPhDstudents,butwesimplycan’toffertimetoeachofthemtohelp themwiththeirprojects.”Practitioner

Bothacademicsandpractitionersareoftentime-poorandneedtoworkas efficientlyastheycan.Untilthey’refullyfunded,collaborativeprojectsare oftendifficulttoprioritise,meaningtheymustbejuggledalongsideother responsibilities.Ifhonestdiscussionsaren’thadaboutthetimeavailable foracertainproject,itmayfail.

Oneacademicrecalledhow,earlyintheircareer,theyundermined relationshipswithpractitionersbecausetheyover-committed.Withthe bestintentionsofbeinghelpful,wecancommittodeadlinesandtargets thatwewillstruggletomeetandwhicharen’tgoodforindividualwellbeing.OneexampleisaPhDstudentwhoagreedtowriteareportfora practitionerorganisation,whichendeduptakingwaylongerthantheyhad expected.TheythenhadtorushthroughaPhDassignmentsothatthey couldfinishthereport.Thisleftthemfeelingburntoutandmadethemthink twiceaboutcollaboratingagain.

Practitionerscanbeoverwhelmedwithrequestsforcollaboration,orsimply ‘help’fromacademics-oftenMastersorPhDstudentsaskingfor practitionerstocompletesurveysorundertakeinterviews.Onepractitioner summarisedthesituationwell,whenshesaidthatshe’dlovetobeableto helpwithalloftheinterestingprojects,buteachhouroftheirtimeattheir organisationhadtobeaccountedfor.Ifproposalsforcollaborationdon’t alignwithapractitioner’scoreobjectives,theymaynotgetaresponseif thecapacitytohelpoutdoesn’texist.Academicsandresearchstudents shouldnottakethispersonally!Thatsaid,theapproachacademicsmakeis critical.Ratherthansendingacoldemailwitharequesttocompletea survey,bettertoreachouttopractitionerswitharequesttoexplore

potentialcollaborativeoutputsfromsharedresearchinterests.Itisalso worthassessingwhetherthekindofsurveyyouproposetosendouthas beensentahundredtimesbefore;especiallyinthecaseofMasters students,theevidencetheyseektogainfrompractitionersmayactually havebeenalreadycollatedrecentlysomewhereelse,anditshowsgood understandingofthesectortonotreinventthewheel.

POORRESULTS-AND DISCOURAGEMENTFORTHEFUTURE

“Weputalotoftimeintooneproject,butthemainoutputwasajournal article.Theacademicdidwriteareportforus,butweendeduphavingto re-writeit”Practitioner

“IsigneduptoaprojectthatIwasreallyinterestedin,butIendedup havingtorushitbecauseIstruggledtofindthetimealongsidemymain commitments”Academic

Oneofthemainrisksincollaborationsispoorresults.Attheirbest, collaborativeprojectsutilisethebestskillsandknowledgeofbothparties involved,resultinginanoutcomebetterthaneithercouldachieveontheir own.Ifthechallengeslaidoutabovearen’tsufficientlyplannedfor, however,theresultscanbeworsethaniftheprojectwasjustdonebyoneof thepartiesalone.

Thisriskofpoorresultsdemonstratestheimportanceofopennessandtrust intheearlystagesofthecollaborativeprocess.Whenthatinitial connectionismade,itiskeytoletyourcollaboratorsknowofyourkey commitmentsanddeadlines.Althoughweallhaveplentyofinterestand arededicatedtoourcause,wearealsoveryoftentime-poor!Planning projectsthatfitaroundcurrentcommitmentscanhelppreservethe relationshipandensurebetterresultswhenthedeadlinesarrive.

COLLABORATIONSAREWORTHDOING!

PRACTICAL ADVICE

Collaborationsareworthdoing!Barrierscanbeovercomeoratleast mitigatedifweareawareofthem-andrespondaccordingly. Innovationandcreativitycanemergewhenwetaketheriskofworking acrossboundariesandsectors.Belowweoffersomepracticalstepsthat canbetakentonavigatethechallengesthatwilloftenemerge.

ADVICEFORPRACTITIONERS ANDACADEMICS

Havingawkwardconversationsearlyonandthroughoutthe collaborationwillhelprelationshipsbecomeopenand honest.Transformativechangewillbemorelikelywhen collaboratorsconfrontpowerdynamicswithinthe collaborationandhowtheyareaffectingtheproject.

Beginwithshorter,lessstressfulprojectstogetusedtoeach otherandtobuildmutualtrust.

Evaluateasyougo-workingwithoneanothershouldbea learningprocess.Evenifthisisveryinformal,have‘washup’ meetingsabouttheworkingrelationshipaswellasthe contentofthecollaboration.

Makeanefforttobuildsupportforthecollaborationwithin yourorganisation.Thiscanmobilisefurtherresourcesthat canhelpprojectsgainmomentum.

ADVICEFORACADEMICS

Ifyouareseniorandhavesomepowerandinfluenceinyour institution,pushimpactandknowledgeexchangeagendasat everyopportunity,includingensuringthattheseactivitiesare adequatelyresourced,integratedintoworkloadmodelsand recognisedaspartofpromotionprocesses.

Ifyouareanearlycareerresearcherorajunioracademic,seek outchampionswithinoroutsideyourinstitutionwhohave undertakenthetypeofcollaborativeworkthatinterestsyou andwhocanofferadvice.Seekoutthestaff(academicor professional)responsibleforimpactandknowledgeexchange inyourinstitutiontobetterunderstandtheinternalresources andsupportavailableforcollaborativework.

Buildtheargumentforcollaborativeworkbyhighlightingthe importanceofimpactandpublicengagementtotheResearch ExcellenceFramework(REF)andKnowledgeExchange Framework(KEF).Getfactsandfiguresaboutyouruniversity anddepartment’sperformance(relativetoothers)todrumup supportforcollaborativework.

Bringrelevantpractitionersintodiscussionsaboutresearch projectsattheearliestpossiblestagesothattheycanbe designedwiththeirneedsandinterestsinmind.Don’tjust thinkofpractitionersasobjectsofresearchorasdelivery partners.Collaborationinresearchdesigncanmeanthat researchprojectsaremorelikelytoachievesocialchangeas wellasacademicoutputs.Itisnotazero-sumgame.

Makethecaseforpayingpractitionersfromsmaller organisationstoattendmeetings,recognisingtheirmore limitedresources.Evenifyoudonotgetitthefirsttime,keep badgeringasthingschange.

Prioritisepractitioners’needs,experiencesandknowledge (andthoseofthecommunitiestheyserve),ratherthansimply framingaprojectaccordingtoacademicconventionsand incentives.Thiswillensurecollaborationsfurtherdemocratic practiceasdefinedbypractitioners,ratherthanonly furtheringacademicdebates.

Academicsshouldforegroundhumility.Practitioners–in particularthosefrommoremarginalisedcommunities–are bestplacedtounderstandtheirownneeds.Createcontexts withinwhichtheyareempoweredtoshapecollaborations,not justactasrecipientsofinformationorhelp.

ADVICEFORPRACTITIONERS

Becareful.Justbecauseuniversitiestalkthetalkdoesnot meanthatacademicswillalwaysbeableandknowhowto bendincentivestructurestoensureproductive collaborations.

Findtherightacademic.Askyourcontactstorecommend. Searchtheinternet,lookatconferenceproceedings, papers,webinars,andseewhatdifferentacademics, departmentsandinstitutesarefocusingonandputtingout inthepublicdomain.Thinkabouthowyouroverallmission fitswiththeirareaofinterest.

Takeadvantageofkeyphraseslikesocialresponsibility, impact,publicengagementandknowledgeexchange(see Box1onpage13)inyourdealingswithindividualacademics andtheirinstitutions.Notallacademicsarefullyawareof theseagendasortheresourcesthatmaybeavailable withintheirinstitutionstosupportcollaboration.Suggest theylookintoit!

Thinkcreatively-theremaybeacademicswhodonotthink ofthemselvesasworkingondemocracywhoseexpertise couldbeveryvaluable.Forexamplethoseworkingindata sciencewheretherearelinkageswithcivictech.

Don’tsellyourselfshort.Youhaveknowledge,experience andcontactsthatareinvaluabletoacademics.Integrating practitioners’perspectivescanonlyimprovethequalityof academicresearch.

Readtheacademicworkinyourareaifyouhavethetimeoratleasttheabstracts!Don’tbeafraidtoaskanacademic foracopyofapaperthatishiddenbehindapaywall. Challengeanacademictoexplaintheirideasineveryday English.

Takeadvantageoffacilities.Universitieshavegreatspaces foreventsthatafriendlyacademicshouldbeableto accessforfreeifitisacollaborativeinitiative.

Makesurecostsarecovered.Itisnotalwayspossiblefor academicstofindfundstosupportyourengagementinthe developmentofprojects,butdon’tbeafraidtoask.The moreweask,themorelikelyitisthatresourceswillbe madeavailable.Itisasignofrecognition.Makesureyour costsarefullycoveredingrantapplications.

WHATNEXT

METHODOLOGY

Step1:Calloutandsurvey

JOINTHEDEMOCRACYNETWORK

TheDemocracyNetworkhasrecentlybeen launchedbyInvolve,withfundingfromthe JosephRowntreeReformTrust.TheNetwork seekstobringtogetherpeoplepassionate aboutdemocracyfromacrosstheUKto supportcollaborationandbuildcollective powerandinfluence.Everyonecanjoin,just emailDemocracyNetwork@involve.org.uk tofindoutmore.

FINDPOTENTIALCOLLABORATORS

TheDemocracyNetworkhasregularmeetupsandeventswhereyou cannetworkwithlikemindedindividualsfromacrossdifferent sectorswhoarecommittedtodemocraticchange.Alternatively, startlookingonyourown.Tofindacademics,searchforrecent researchonthetopicthatyourorganisationfocuseson.Most academicswillbedelightedtohearfromsomeonedoingpractical workintheirareaofinterest.Tofindpractitioners,justsearchfor thirdsectororganisationsthatarededicatedtothetopicthatyou research.Therewilllikelybeacontactemailorasocialmediaprofile thatyoucanusetomakecontact.

REACHOUTANDBEGINCOLLABORATIONS

Reachoutandbeginconversations.Collaborationsalwaysstartwith aninitialconversation.RememberthecontentofthisGuide:read-up ontheirworkororganisationandreflectonhowyourvaluesand objectivesalignwiththeirs.Asoneintervieweesaid,relateto collaborativepartnersasfellowcitizens,notaspotentialbusiness partners.It’slikelyyoushareacommonpassionifyouareworkingin thesamearea.Thatpassioncanhelpcollaborationsgetoffthe ground.

AnoriginalsurveywascirculatedaroundtheCentreforDemocracyand Involve’sextensivenetworkofpractitioners(andsomeacademics)workingon democracy-relatedtopicsacrosstheUK.Anacademicversionofthesurvey wascirculatedamongstPoliticalStudiesAssociationspecialistgroupsand variousPhDstudygroups.Thesurveysnotonlycollecteddataonexperiences withcollaborationbutalsoinvitedindividualstotakepartinthevarious stagesoftheproject.

Step2:Exploratoryinterviews

16interviewswerecarriedoutwithadiversemixtureofacademics, practitionersandindividualswithexperienceinbothsectorstoexplorein moredetailexperienceswithcollaborationsacrosstheacademic-practitioner boundary.

Step3:Scopingdocument

Ascopingdocumentwaswrittenbythecoreteam.Thedocumentorganised theinterviewdatainto5key‘barrierstocollaboration’andwascirculatedto participantsinWorkshop1.

Step4:Workshop1

A2.5hourlongworkshopwasheldwitharound20academicsand practitionerswhohadrespondedtothesurveysand/orbeeninterviewedfor Stage1and2.Theworkshopdiscussedthekeythemesfromtheinterviewsand proposedcontenttogointheGuide.

Step5:DraftoftheGuide

ThecoreteamproducedthefirstdraftoftheGuidebasedoninsightsfrom Workshop1.

Stage6:Workshop2

15academicsandpractitioners,someofwhomhadbeeninvolvedinprevious stagesoftheprocess,tookpartinasecond2.5houronlineworkshoptodiscuss thefirstdraftoftheGuideandsuggestimprovements.

Step7:Seconddraft

ThecoreteamcollatedfeedbackandrevisedthedraftGuide

Step8.Finalconsultation

ThesecondversionoftheGuidewassharedwithcollaboratorsforfinal comment

Step9.Finalrevisionsandpublication

AUTHORS: GeorgeBolton, SarahCastell, JessieJoeJacobs, CharlotteObijiaku andGrahamSmith

WeappreciatethefundingprovidedbytheParticipatoryResearchFundatthe UniversityofWestminster.

Theproductionofthisguidewasledby:

TheDemocracyNetwork Involve

CentrefortheStudyofDemocracyattheUniversityof Westminster

UniversityofSouthampton

CentreforDemocracy