Strategic digital engagement for impact:
Building your academic presence online

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Erika E. Smith & Richard Hayman

7KLVLVDQDXWKRU¶VSRVW-print. Where possible please see the final published
chapter and cite as:

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Smith, E. E. & Hayman, R. (2022). Strategic digital engagement for impact:
Building your academic presence online. In W. Kelly (Ed.), The impactful
academic: Building a research career that makes a difference (pp. 29-51).
Emerald. https://doi.org/10.1108/978-1-80117-842-620221003

This version is made available using a Creative Commons
Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.
You may distribute, adapt, and build upon the work for noncommercial purposes, subject to full attribution to the authors.

E. E. Smith & R. Hayman (Post-Print Version) 1

Strategic digital engagement for impact: Building
your academic presence online

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successful, sustainable impact. Building an online presence that extends beyond the walls of
academia is therefore an essential part of developing as a scholar during any stage of the
career-span. In this chapter we discuss career-wide approaches for establishing yourself as a
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communication. We also explore ways to engage your audience through open, public outputs
(publications, graphics, websites, profile tools, etc.). Using the key strategies presented,
scholars can build an online academic presence and increase their scholarly visibility on the
web or through social media. At the core of this chapter is an exploration of how academics can
develop and communicate about themselves and their research interests, to achieve their goals
both in the near-term and across their career-span. While the approaches presented are not
prescriptive, they are intended to encourage the reader to generate a plan for online
engagement that helps establish their scholarly identity. These tried and tested activities can be
leveraged for engaging different audiences in research in ways that promote networked
scholarship and create pathways to impact.

Authors:

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Keywords:
Networked scholarship; Digital engagement; Social media; Academic development; Scholarly
communication; Knowledge mobilization; Academic communities

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Erika E. Smith, PhD
Associate Professor and Faculty Development Consultant
Mount Royal University
eesmith@mtroyal.ca
https://orcid.org/0000-0002-6649-9620
Richard Hayman, MA, MLIS
Associate Professor and Digital Initiatives Librarian
Mount Royal University
rhayman@mtroyal.ca
https://orcid.org/0000-0002-4957-705X

E. E. Smith & R. Hayman (Post-Print Version) 2

Introduction
In our work with academics, we often hear that people are either too busy, or just plain
uncomfortable, to engage with the idea of being an impactful academic and promoting
meaningful use of their work as a networked scholar. But researchers put a lot of time and
energy into scholarship, from project design to data analysis, to reporting and publishing
ILQGLQJV6KRXOGQ¶WVRPHRIWKDWWLPHDQGHQHUJ\DOVREHVSHQWVKDULQJWKLVZRUNLQZD\VWKDW
interested audiences can find and make use of it? We want our scholarship to be impactful, and
we want people to engage with the new knowledge created, so it is surely worth the effort to
ensure that others can easily find and connect with us and our work.

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can see impact in action when people understand, experience, or do things differently based on
their interactions with academics and their outputs (University of York, n.d.).

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Today, the ever-evolving academic job market and the research funding landscape means there
are increased expectations to show impacts tangibly. Greater emphasis is now placed not only
on demonstrating the quality and scholarly significance of your research, but also on mobilizing
and translating your work for a variety of audiences, and across a diversity of contexts, including
online environments.

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Effective use of digital engagement strategies can help researchers to promote prospective and
actual use of their work and capture impactful examples of how their contributions foster positive
change for individuals, partners, and communities. By interactively sharing your work more
widely across audiences within and beyond academia, you can develop your expertise and
reputation while at the same time fostering impact in a broader context.

Engaging online: Creating pathways to impact

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Digital engagement has become essential for cultivating, understanding, and defining the impact
of your work. Online environments are now a necessary part of extending your expertise
through different networks, increasing the findability of publications and other outputs, and
connecting with relevant users and audiences ± all of which are necessary pathways to impact.
Whether you're an early career researcher or a senior scholar, establishing your presence and
engaging online is now part of being an academic. When done intentionally and strategically,
time spent on these efforts can be a useful investment in yourself and your career. Developing
your online presence and meaningfully engaging as a networked scholar can foster worthwhile
and rewarding interactions that create the conditions for impact to occur across your career
span.

Being (or Becoming) a Networked Scholar
What does it mean to be a networked scholar? Social media researcher Veletsianos (2016)
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VRFLDOQHWZRUNVWRVKDUHLPSURYHYDOLGDWHDQGIXUWKHUWKHLUVFKRODUVKLS´ S 0DQ\IRUPVRI

E. E. Smith & R. Hayman (Post-Print Version) 3
research and scholarship today require this engagement with online networks, especially for
those concerned with broadening their impact.
At the heart of this idea of networked scholarship is the importance of building new online
connections and relationships. For many scholars, those online networks are (or will soon
become) a critical part of their academic profile and are inherently involved in mobilizing and
translating their work.

Building blocks of a networked scholar
So how can you develop as (or become) a networked scholar? Consider your own work in the
context of the seven interconnected facets shown in the building blocks below:

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Building blocks of the networked scholar

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Figure 1

Note: Seven interconnected facets of being a networked scholar. The original image appears on
page 6 of Goodier, S. & Czerniewicz, L. (2015). $FDGHPLFV¶RQOLQHSUHVHQFH$IRXU-step guide
to taking control of your visibility (3rd ed.). University of Cape Town.
http://open.uct.ac.za/handle/11427/2652

E. E. Smith & R. Hayman (Post-Print Version) 4

The building blocks provide a useful framework for developing and extending your academic
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elements, below we describe key approaches to identity, presence, and reputation through
pathways to visibility and by developing your academic profile. We also outline approaches
involving groups, conversations, connections, and sharing in our sections on digital engagement
and using social media.

Making Yourself Visible

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For each of the building blocks, ask yourself: where are your strengths and where are the
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strengths in another. Leverage these strengths while working on those areas that need
improvement.

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Engagement begins by forging connections yourself and being open and available to
connections and invitations from others. Your online academic presence is the primary way that
other academics will discover your teaching, research, and scholarly interests and expertise.
While publications might be a main source for this, when it comes specifically to engagement,
the information others can find about you on web pages, social media sites, digital publication
YHQXHVDQGRWKHUSODWIRUPVLVIXQGDPHQWDO,W¶VLPportant to know what this looks like currently
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Evaluate your current online presence

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Before starting to actively develop your academic presence, the first step is to determine how
visible you are online currently by doing a simple online search. Yes, this means you need to
search for yourself online and take a good look at what you find.

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Exercise: Search yourself

Google yourself: Enter your name in a search engine to find out how you appear
online. Then ask:
Ɣ Do the top search results show you and your academic (or professional)
work?
ż If not, why not? What do you like, and what would you like to
change?
ż Discuss the search results with a trusted friend or colleague
(ideally one from outside your discipline). What input or
suggestions do they have?
Ɣ Can people from within and outside of academia, including media outlets
and potential partners, easily find clear information about your areas of
expertise and contributions?
ż Is your contact information up-to-date and easily viewable?
ż Is there a way to connect with you on a social media platform?

E. E. Smith & R. Hayman (Post-Print Version) 5

ż

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Can people see examples of your research, teaching, or
speaking?
Where do you see any opportunities to improve or enhance the results?
Does searching for yourself online showcase you, your interests, and
your research in the ways that you want to appear?

This simple search exercise should give you a good idea of why it might be valuable to focus on
building your online presence. Use this exercise to make a plan that prioritizes areas where you
want to increase visibility and engage in relevant scholarly networks (Goodier & Czerniewicz,
2015; La Trobe University Research Education and Development Team, n.d.).

Developing Your Academic Profiles

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to expand this presence and define your identity. We always recommend developing a couple of
online academic profiles that can serve as a foundation for engaging in a broader range of other
networked scholarly activities. You can then develop and connect these profile tools, like
ORCID or Google Scholar, to other online engagement spaces, such as your web and social
media presence.

Visibility and findability, with a focus on you

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First and foremost, your online presence should reflect you and your work in the ways that you
want to be known. Ultimately, this approach recognizes that you are the best person to define
how you and your research appear online. Goodier and Czerniewicz (2015) remind us that you
may not be in full control of your digital shadowRUWKH³FRQWHQWDERXW\RX posted and uploaded
E\RWKHUVRUHYHQFUHDWHGE\\RXLQDGYHUWHQWO\´ S EXWWKHH[HUFLVHDERYHDVNLQJ\RXWR
search for yourself online should provide some critical awareness of your existing digital
footprint. This will hopefully lead you to some informed decisions about how you can shape that
presence going forward.
This focus-on-you approach also means you get to decide what accomplishments to highlight.
For instance, you might want to focus on profiling yourself as comprehensively and completely
as possible, likely by showcasing your career progression and contributions over time. Or, you
might decide to take a more selective approach, perhaps by highlighting specific periods of your
career or by focusing on key projects or publications.
When it FRPHVWR\RXUDSSURDFKGRZKDW¶VFRPIRUWDEOHNHHSLQJ\RXUFDUHHUVWDJHLQPLQG
Arguably, early career academics have an advantage here, since at this point you may not have
a lifetime of contributions to highlight, or much of a digital shadow to reshape. Your initial online
presence might start small, but with regular care and maintenance, it will grow throughout your
whole career.

E. E. Smith & R. Hayman (Post-Print Version) 6

Recommended strategies for online visibility
Whenever we work with researchers interested in enhancing their online presence, we
recommend establishing two key academic profiles before anything else: your Google Scholar
profile (GSP), and your ORCID identity record. While there are many online scholarly profile
tools to choose from, we recommend networked scholars explore these options first. These two
tools will form the backbone of your online presence and how easily others will find you. The
following is not a how-to guide for setup ± instructions are readily found online ± but rather a
brief overview of key features and reasons why we recommend these tools first.
Google Scholar Profiles

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Creating your GSP is our go-to recommendation for those looking to establish their online
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fastest way to enhance your online visibility. Having a Google Scholar profile makes it much
easier for others to find you and your research due to the indexing and search features of
Google. You can keep your profile private while you complete the initial setup to your tastes,
DQGPDNHLWSXEOLFRQFH\RX¶UHUHDG\WRVhare. Those who view your public GSP profile will see
your research interests, affiliations, and links to your publications. Plus, future updates to your
profile can be automated entirely, or you can activate notifications to receive a message when
Google Scholar finds possible works to add to your profile.

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find your publications appearing in journals, as monographs, book chapters, theses or
dissertations, conference proceedings, and occasional grey literature (such as your
contributions to reports, to government or policy documents, or to other expert, non-academic
publications). It can also be used for identifying your presentations and workshops. You can
automatHWKLVVHDUFKRUPDQXDOO\DGGUHVHDUFKRXWSXWV%HFDXVHLW¶V*RRJOHWKHVHVRXUFHV
will link out to an online version of your work and generally provide better coverage than you
would find in one of the more traditional (paid) citation tools (e.g., Scopus or Web of Science).
Tip: Automation is useful, but requires checks
If you decide to fully automate the process of adding artifacts to any of your
scholarly profiles, plan to periodically review and clean up the additions. The
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FRQWULEXWLRQV<RX¶OOZDQWWRHQVXUHWKDWWKHVHIDOVHKLWVZHUHQ¶WDGGHG
incorrectly, and that nothing is missing from your profile.

Your GSP shows traditional impact measures of your works through citations, including total
(known) citations to all artifacts captured in your profile, the h-index for those publications, and
also the i10-index. All of these are important measures since they are citation counts at the
author level, meaning they directly reflect that your work has been cited and thus impacted other
research in some way. In addition, GSP focuses on the last five years, so that you can see your
recent impact. These measures are easily verifiable, since the citation counts link to the known

E. E. Smith & R. Hayman (Post-Print Version) 7
citing articles for each artifact. This is a quick window on your impact though traditional research
metrics. We talk about other metrics later.
Finally, as a networked scholar you will want to take advantage of features of your profile that
FUHDWHFRQQHFWLRQVWRRWKHUUHVHDUFKHUV7KHUH¶VDQRSWLRQWRYHULI\\RXUHPDLODGGUHVVRIILFLDOO\
connected to an academic institution or research organization, options to link to your personal
website or other preferred site, and the ability to tag your co-authors and collaborators,
immediately connecting to their Scholar profiles (if they have one). Finally, if you use keywords
to define your areas of interest, these will become hyperlinked searches that will connect you
with other researchers interested in the same topics.
Open Researcher & Contributor ID (ORCID)

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Claiming your ORCID profile is also free and easy to setup. Importantly, ORCID helps address
possible confusion around identifying authorship through name disambiguation. Consider: is
your name truly unique? Academia is no exception to the problem of common and shared
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ORCID helps address this problem through authority
control, simply by organizing contributions made by a
single entity (you, the creator) and assigning and
collecting them under a specific and unique identifier (a
persistent URL). This persistent identifier leads to an
online profile that you control and maintain, ensuring
you remain the authoritative voice on your research
profile.

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ORCID is particularly useful if some of your contributions appeared under a different name than
your current or preferred moniker, such as after a name change due to marital status, gender
expression, a cultural or religious preference, or a myriad of other reasons. ORCID also helps in
FDVHVZKHUHHYHQWKHFRUUHFWGLVSOD\RI\RXUQDPHLVQ¶WIXOO\XQGHU\RXUFRQWUROVXFKDVZKHQ
publications use name variants (e.g., full names versus initials) and you want to be sure these
permutations all still identify you.
Additional benefits of ORCID include enriched profile options where you can authoritatively
highlight other contributions around your research career. Rather than just focusing on
publications, you can include your grants, significant awards and distinctions, and indicate your
education and employment history. Plus, the ORCID privacy settings are quite granular, such
that you can control how much information in each category is visible. As a networked scholar
you will also want to explore the options for linking to your other online profiles; to make sure
people can easily find and distinguish your social media accounts; and to easily find your
website and connect to your other academic profiles.
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interoperability and standardization. Many journal publishers, funding bodies, university

E. E. Smith & R. Hayman (Post-Print Version) 8
systems, and other research dissemination and support tools now require you to provide your
ORCID as part of the submission or application process. These platforms will connect to and
UHDGEDVLFLQIRUPDWLRQIURP\RXU25&,'SURILOHPHDQLQJ\RXGRQ¶WKDYHWRVSHQGWKHHIIRUWWR
populate forms and metadata repeatedly ± maintain it all in your ORCID profile and let it do the
work of completing those forms for you.
Top 5 academic profile options

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When considering what profiles to develop, here are our recommendations for
where to start:
Ɣ Google Scholar = https://scholar.google.ca/citations
Ɣ ORCID = https://orcid.org/
Ɣ ResearchGate = https://www.researchgate.net/
Ɣ LinkedIn = https://www.linkedin.com/
Ɣ Publons/ResearcherID = https://publons.com/about/home/

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<RXGRQ¶WKDYHWRGHYHORSDSURILOHLQHYHU\VSDFH,QIDFWSURILOHIDWLJXHLVUHDO
(Allen, 2017), and we recommend against trying to be present in all of them.

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After you have established your online profile and made progress toward building your online
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access your published research and other information about the projects you want to promote.
More specifically, we recommend making your artifacts as open and publicly accessible as
possible.

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Can your intended audience access the full publication you promoted with a Tweet, or added to
your Google Scholar profile? Remember that subscriptions, paywalls, and many other factors
can affect the accessibility of valuable research findings. These can pose major barriers for a
variety of information users inside and beyond academia, and are particularly challenging for
communities, organizations, and members of the public.
In other words, ensuring that those who need, want, or might otherwise benefit from the
research can access it is part of being a networked scholar, and making your work widely
accessible for the long term is part of catalyzing impact. Not only will your research be available
to more people, but considerable research shows that open publications (e.g., open access,
open data, and open education resources) are read and cited more often than their
subscription-ORFNHGFRXQWHUSDUWV6RLW¶VDOVRLQ\RXUEHVWLQWHUHVWWRPDNHVXUH\RXURXWSXWV
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Creating a Roadmap for Digital Engagement
0RVWRIWKHWLPHHQJDJHPHQWGRHVQ¶WMXVWKDSSHQ± it requires some intentional effort and
planning. Drafting a brief roadmap where you identify strategies for using web and social media

E. E. Smith & R. Hayman (Post-Print Version) 9
platforms, and allocating time for achieving your goals, will help to focus your efforts on
HQJDJHPHQWWKDW¶VRIWKHJUHDWHVWYDOXH:H recommend that your roadmap for digital
engagement consider the following.

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Set achievable goals

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Who are the individuals and groups that can use, benefit from, and inform your work? How do
you want your research and expertise to be adopted? What is the value of your work for
audiences within and outside of academia? How you find value in focusing your time and efforts
online should directly relate to how you want to define yourself as an impactful academic. The
more specific you can be in visioning what engagement and impact looks like for you, the better.
)RFXVLQJRQZKDW¶VPRVWYDOXDEOH± from your perspective and in the eyes of your audience ±
will help you not only to extend your own profile, but also to find and engage with interested
colleagues, stakeholders, and partners online in strategic ways.

What do you want to achieve with your online presence? For instance, do you want to increase
the visibility of your profile as a researcher? Or to have your work in a particular area reach new
audiences? Start by creating one or two goals that are specific, measurable, achievable,
realistic, and time-based (SMART) to guide your digital engagement plan. Revisit these goals to
check your progress on a regular basis.

Identify key audiences and spaces

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7KHYDVWQXPEHURIRQOLQHVSDFHVPHDQVLW¶VLPSRVVLEOHWRHIIHFWLYHO\HQJDJHLQDOORIWKHPVR
aim for quality over quantity. Begin dedicating your efforts in one or two key digital spaces by
identifying who your main audience is and understanding what online platforms they use. For
example, you might create an infographic that mobilizes and translates key research findings,
then invite key stakeholders or potential future partners to discuss it on Twitter or LinkedIn.
Remember that long-form content created for a blog, e-newsletter, or website should be
formatted and presented differently on social platforms that focus on brevity and audiovisuals,
such as Instagram, Twitter, or TikTok. Be sure to align your engagement goals with content
strategies that ensure your use of text and media are effective for your audience and the
specific online environment.

Allocate time for updates and communication
Being findable online means ensuring your profile on university and professional websites, and
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academic profiles, even by setting a recurring calendar reminder.
Distributing too much one-way content can turn people off. Remember that meaningful online
engagement requires responsive, two-way interaction about not only your own work, but also
the work of others. Your audience will usually be looking for timely, authentic back-and-forth

E. E. Smith & R. Hayman (Post-Print Version) 10
communication, so plan time for engaging in discussions and posting comments or responses
when using social platforms.
Being selective and strategic by focusing your efforts on your top goals will help to make your
online engagement more effective and manageable.
Did you know?

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Many post-secondary institutions have media experts who can consult on
communication strategies and recommend effective approaches, including web
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communications team to gain feedback on your digital engagement plan.

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Using Social Media

As with social media generally, academic use of social media comes with many pros and cons.
For example, some scholars are surprised when their work goes viral, while others work in
areas that can be a lightning rod for trolls and controversy (see Carrigan, 2019). Choosing
whether and how to use social media as a networked scholar is ultimately up to you. However,
just as with the online platforms above, it is our belief that there is value in being an active part
of the conversation on social media, rather than passively allowing others to shape these
conversations for you.

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Social media is a useful way to extend your reach in academic networks. Beyond the individual
reputational benefit, as Carrigan and Fatsis aptly note in a recent interview (University of
Cambridge, 2021), it is important to foster rich engagement by using social media for the public
good, instead of using it to simply broadcast information passively to a public audience. With
this very kind of rich engagement in mind, the following three steps provide recommendations
for ways to start interacting through groups, conversations, connections, and sharing on social
media.

Three steps for social media engagement
Choose

Choose one or two social media platforms that can best reach your audience, where you can
see yourself being active and engaged. Examples of popular social platforms for networked
academics include Twitter, LinkedIn, ResearchGate, Facebook, and Instagram.
When creating your accounts, be sure to complete all the relevant fields, especially your bio line
and profile picture. Decide if you want to focus on your academic persona distinct from any
personal accounts you might have (usually a good idea). Ask a trusted friend to review things
and give you constructive feedback before you go live.

E. E. Smith & R. Hayman (Post-Print Version) 11
Observing different social media habits of colleagues and partners on your chosen platform can
be useful. What works well and gains traction? Such examples will help you determine which
social media practices you might want to emulate, and those to avoid.
Connect
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of expertise on each platform you join. This will help you find and curate content that relates to
your academic identity. Make note of relevant accounts, groups, pages, or lists that you could
follow, comment on, post about, or redistribute ± especially ones that share easily consumed
media-rich links, images, and videos that engage people with added auditory or visual elements.

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engagement through mentions (often using the @ symbol) and hashtags (typically using #).
Interact

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Share and promote timely information with your network on a regular basis, ideally in ways that
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work of others.

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An account that has been abandoned is a liability because it can give the wrong impression that
your work has been discontinued, or increase your risk of missing messages, mentions, and
other notifications. Commit to being active on a regular basis (weekly, daily, etc.). Knowing what
you want to share and wKHQZLOOKHOS\RXSODQ,W¶VEHWWHUWRQRWEHRQDVRFLDOPHGLDVHUYLFH
than to present yourself poorly or partly.

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Being consistent in your messaging in ways that reinforce your expertise and interests will let
your audience know what to expect by following you and what you bring. As you establish your
voice and reputation, your messages and interactions should be consistent with your desired
online academic profile more often than not, at least initially.
The type and quality of interactions matter. Have an engagement strategy that fosters
interaction through chats, discussions, questions, or polls and adds interest by using links,
attachments, or visuals. If you know an output (article, report, etc.) will be published soon, plan
ahead for ways to promote and build engagement with it on social media.
Timing is a critical part of social media engagement. Set aside refresh time, such as regularly
VFKHGXOLQJVRFLDOPHGLD³WXQH-XS7XHVGD\V´6RPHV\VWHPV HJ+RRW6XLWH FDQSRVWFRQWHQW
on preset dates and times, but use these with caution: the immediate, up-to-the-minute nature
of social media still requires you to make time for prompt interactions and responses.
7KHUHLVQ¶WRQHUHFLSHIRUVXFFHVVZLWKVRFLDOPHGLD7KHFKRLFHV\RXPDNHLQEHFRPLQJD
networked scholar are ultimately up to you. Be strategic about where you focus your
engagement efforts and do what works for you in authentically achieving your goals.

E. E. Smith & R. Hayman (Post-Print Version) 12

Capturing Engagement and Impact
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your digital engagement is developing to both see your progress over time and have meaningful
examples at your fingertips.
Capturing engagement and impact can be as simple as keeping a living document listing a
running tally of examples of your contributions being discussed or used via links or screenshots.
If these are difficult to find, consider asking for testimonials, recommendations, or impact stories
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present a clear picture of how you interact and promote change with different audiences.

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Engagement Metrics

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You can track digital engagement over time through alternative metrics, commonly known as
altmetrics. To be clear, altmetrics are not citations. Instead, they are quantitative and qualitative
measures of how others have engaged with and used your research outputs and ideas outside
of traditional academic venues. Altmetrics track online engagement, including social media
attention (e.g., sharing and mentions of your work on Twitter or Facebook), online views and
downloads of your publications, or when your work has been added to or bookmarked in certain
reference managers (e.g., Mendeley). And like traditional metrics, altmetrics are cumulative and
show development over time.

po

st

Capturing these metrics on social and web engagement makes it clear when someone has
found, shared, or discussed your work. Considering that use of your research by community
groups, policy makers, and government reports typically are not shown in traditional impact
measures, altmetrics can be particularly important for capturing engagement beyond academic
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place to join the conversation.
Some options for altmetrics
Several platforms can be used for altmetrics. Here are some free and paid
options.
Ɣ Impact Story (free) = https://impactstory.org/
Ɣ Kudos (free) = https://info.growkudos.com/
Ɣ Altmetric (paid/subscription) = https://www.altmetric.com/
Ɣ Plum Analytics (paid/subscription) = http://www.plumanalytics.com/
Ɣ Overtion (paid/subscription) = https://www.overton.io/

Individually and together, traditional and alternative metrics can help you to get a sense of the
WUHQGVDQGLQWHUHVWDURXQGDSDUWLFXODUUHVHDUFKRXWSXWRUVHWRILGHDVVRLW¶VZRUWKZKLOHWREH
aware of these throughout your career. Also, important to keep in mind is that all metrics have
limitations and may only tell part of your engagement story. Any information detailing how

E. E. Smith & R. Hayman (Post-Print Version) 13
people are engaging with and using your work is more important than how many might have
simply seen it.

Conclusion
Being online is now an essential part of any academic career, especially for those interested in
generating impact through their work across their career span. But while we may be required to
be online, the amount of energy and effort spent on these activities ± and the types of digital
engagement that take priority ± are up to us.

-p
rin

References

t

Creating pathways to impact is about more than the number of downloads, followers, likes, or
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beyond academia to build new understandings, experiences, and approaches in ways that lead
to positive changes in the world around us.

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Carrigan, M. (2019). Social media for academics (2nd ed.). Sage.

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Goodier, S. & Czerniewicz, L. (2015). $FDGHPLFV¶RQOLQHSUHVHQFH$IRXU-step guide to taking
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http://open.uct.ac.za/handle/11427/2652

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hw74MqfrH8jt3d4strgpbzh&historyId=tZHMDX51CC
University of Cambridge. (2021, July 8). Why academics need to organise, collectivise, and
µVRFLDOLVH¶VRFLDOPHGLD Faculty of Education News.
https://www.educ.cam.ac.uk/facultyweb_content/news/go-platform-why-academicsneed-to-organise
University of York. (n.d.). What is research impact?
https://www.york.ac.uk/staff/research/research-impact/impact-definition/
Veletsianos, G. (2016). Social media in academia: Networked scholars. Routledge.