Monthly Archives: July 2013

How do people consume your research? A short video, on tobacco and alcohol policy, requiring attention and feedback

This is a first draft of a simple video I am doing with Tereza Procházková @ZasCreativeBag to accompany a blog post I did on the differences between tobacco and alcohol policies in the UK. I wouldn’t mind some feedback (here or to @cairneypaul) on it before I ask to have it tweaked then embedded in the proper post (although, realistically, it’s feedback for the next one, if there is a next one). From looking at it myself, I know that I try to pack a lot of information into 3 minutes (perhaps a bit like an inexperienced lecturer trying to tell students everything) and so the pictures and audio come thick and fast. Next time, I will speak more slowly. But maybe it still works because it is accompanied by a blog post with all of the information. Maybe you listen to the 3 minutes then decide if you want to fill in the blanks by reading the full post (and then maybe the full paper). My partner tells me that I take a while to get to the point and that there need to be more punchy bullet point moments (I didn’t get too offended). Would you agree? There is also a bit of a skip in the audio towards the end (a big problem?), and I trail off at the very end (to press the stop button on the ipad). Note that I am not Glaswegian – the Irvine/ Ayrshire accent is a wee bit different. Polite comments on my voice/ pronunciation also welcome.

The post can be found here: If the video doesn’t play, you can get it here on youtube – or here:

UPDATE: here is the more polished version:

For more discussion of the ‘impact’ side of the work, see:


Filed under Academic innovation or navel gazing

How Do People Read Your Research?

People may nod at you and say ‘yes, hmm, very interesting’, but do they understand what you are saying (in a satisfying way)? I would like to know if someone could read something of mine, write down the key points and then explain them back to me in a way that I recognised. It needn’t be a regurgitation (which is not what I do when I read the work of others) but I’d like to think that they took the key points I tried to convey, with no major misinterpretations. That’s one sensible interpretation of ‘impact’, isn’t it? So, for me, these drawings by @ZasCreativeBag are excellent. A drawing also condenses an argument – and puts all the points together in one page – in a way that might take me 1000-2000 words. They may not convey the same points entirely, but they do a decent job of reinforcing the argument (I hope).

Here (with a longer explanation) are some earlier examples (I did not get the grant!) and the most recent example is below (for the blogpost, see here)

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Filed under Academic innovation or navel gazing, Uncategorized