This post reflects on the discussions of a panel event held as part of the Researcher Realities Annual event 2026, written by Prof Jen Ross, Associate Dean (Research Cultures), College of Arts, Humanities and Social Science, University of Edinburgh.
On 17 March, I chaired a panel discussion as part of the Researcher Realities event. The theme of the discussion was Navigating Implicit Knowledge. The session explored the nature of implicit knowledge in academia, and the experiences of the panelists helped illuminate the unwritten rules and expectations that shape research cultures and influence the career trajectories of researchers. This topic is of interest to me as I’m currently undertaking a project in my Associate Dean (Research Cultures) role, developing a resource to support conversations about implicit knowledge in the College of Arts, Humanities and Social Sciences.
I was joined on the panel by three researchers from across our three Colleges – Dr Omar Alfituri, Postdoctoral Research Fellow, Institute for Regeneration and Repair (CMVM), Dr Augusto Rocha, Lecturer, Business School (CAHSS), and Prof Rob van Glabbeek, Personal Chair in Computer Science, School of Informatics (CSE). Dr Nini Kerr, Senior Lecturer in the School of Health and Social Sciences (CAHSS) was also due to be part of the panel but was sadly unable to join us on the day. We were happy to have attendees from across different disciplines and role types joining us for this conversation.
Unwritten rules
The discussion began with an exploration of how panelists had encountered various unwritten rules and expectations in their fields. These expectations included, for one person, a culture of overwork in their field, including pressure to work extra hours to keep up with demanding roles, an implicit expectation that he noted was surprising to discover was not the norm in other fields. Another described a culture of precision and explicitness in his field, where any implicit assumptions were actively surfaced and eliminated as part of the research process. We discussed how this was sometimes helpful in surfacing other kinds of issues – like those that arise in the research culture more broadly – but could also lead to oversimplification of complex issues.
Importance of informal networks
The conversation returned often to the importance of informal networks and relationships in facilitating access to resources and opportunities. Panelists shared stories of how informal chats and connections had led to job opportunities, committee roles, and mentoring relationships. However, it was also acknowledged that these networks can be exclusionary, with those who are already well-connected having an advantage over others. As one panelist noted, “if you’re not in the room, you might not even know the room exists”.
Influence on career trajectories
When asked how implicit knowledge had influenced their own career trajectories, panelists had a range of experiences. Some reported that they had been able to navigate these with relative ease, while others had struggled or observed others struggling, with knock-on negative impacts on confidence. The importance of mentoring and a network of supportive colleagues was emphasised, particularly for early-career researchers and others who are navigating unfamiliar terrain, for example, researchers who are new to the UK academic system. We discussed how academia presents itself as an open and meritocratic system, but in reality there are strong and subtle hierarchies at play. The uneven distribution of access to networks and opportunities was also highlighted.
Making implicit norms visible
Overall, the panel discussion underscored the significance of implicit knowledge in shaping the experiences of researchers in academia. Implicit knowledge can influence career trajectories, access to resources and opportunities, and wellbeing. By acknowledging these issues, we can work towards creating a more inclusive and supportive academic culture, using open and honest conversations like the one we had during this session to make the implicit norms that govern our communities more visible and able to be changed where needed.
(Image by Mote Oo Education from Pixabay)
(Image by Mote Oo Education from Pixabay)
