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Responsible for providing courses for university staff?

Expert assisting staff

Now, more than ever, research staff are expected to publish to document success and generate impact. And, of course, the smooth working of a complex organisation depends on clear communication. Trevor Day designs and facilitates tailor-made courses for research, teaching, administrative and managerial staff. In doing so, he has helped hundreds of staff enhance or transform the power of their writing.

Trevor designs and facilitates tailor-made courses. Two-day on- or off-campus retreats are popular. So too are half-day or one-day workshops. For example:

Developing a strong publication record is usually vital for academic and other professional success. Drawing upon his own research and practice, and that of many colleagues with whom he has collaborated, Trevor takes participants on a journey from which they emerge with practical techniques and strategies for:

  • writing creatively and productively, and making the time and space to do so
  • writing publications with specific purposes in mind for particular audiences
  • ‘stepping into the shoes of the reader’ to identify the audience’s needs and expectations
  • selecting peer-reviewed journals and other publications to meet specific needs and aspirations
  • approaching editors and publishers in ways that increase the chances of successful publication
  • gaining useful feedback from others and handling criticism in a constructive manner
  • monitoring work through the publication process
  • raising your publication profile

Academics who are successful at writing academic papers can sometimes struggle with writing effective proposals. Being successful involves engaging with a range of peers from different backgrounds sitting on a review panel. Trevor takes participants on a journey from which they emerge with practical techniques and strategies for:

  • writing creatively and productively, and making the time and space to do so
  • ‘stepping into the shoes of the readers’ to identify the review panel’s needs and expectations
  • writing grant proposals, adopting approaches that are rather different to those of conventional academic writing
  • asking for and handling feedback from others
  • selecting grant-awarding bodies that are well matched to your aspirations

Many professionals are very familiar with writing for readers within their organisation or for other professional peers. But what about writing for other audiences? This course focuses on what participants need to do to tailor their writing to new audiences. The course empowers participants to:

  • holistically plan the creation of any important written communication
  • clearly identify the purpose in writing for any given audience
  • ‘step into the shoes of the reader’ to identify the needs and expectations of the audience
  • tailor writing style, structure, argument and format for specific purposes and to engage particular audiences
  • create a powerful coherent visual communication that works on many levels
  • check whether this has been achieved

University staff are expected to reflect on and improve their practice, whether for formal continuing professional development (CPD) or not. For professional accreditation staff may have to submit a work portfolio with an accompanying structured reflective commentary, perhaps drawing on best practice from the literature. This requires blending reflective writing with other forms of writing.

This course develops participants’ ability and confidence in:

  • writing powerful reflective commentaries that contribute to a portfolio of professional practice
  • overcoming blocks to reflective writing
  • writing reflective commentaries that elegantly reveal: the nature and challenge of their professional practice; that they have responded constructively to challenges; and have provided evidence of what they have learnt as a result.

Contact Trevor for a conversation, without obligation, to explore how to develop your own, your colleagues’ or your students’ writing

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