Invisible academics and the challenges of being an independent scholar

This blog was kindly authored by Dr Charlotte Fawcett, former HEPI Policy Intern.

For many academics, their institution may feel like a source of frustration: conflicting and unclear working policies; mandated annual training; and requirements for how much time to spend in the office. However, as researchers unaffiliated with an academic institution have found, it is much easier to publish research attached to a university than to be without one.

What is an academic? The Oxford English Dictionary includes the following definition of an academic:

A member of a university or college, now spec. a senior member, a member of a university or college’s teaching or research staff. Also in a weakened sense: a person interested in or excelling at pursuits involving reading, thinking, and study.

This demonstrates the importance given to an institutional affiliation when defining academics, thus excluding those who are independent scholars.

An independent scholar is defined as someone who conducts scholarly research outside universities and traditional academia. Being an independent scholar can result in a multitude of issues, from a lack of access to academic resources to problems accessing research funding. The former can include an inability to access physical spaces, such as laboratories, as well as digital spaces, with online research articles behind paywalls. All of this impacts the independent scholar’s ability to conduct research. Ironically, to access the Oxford English Dictionary definition above, an institutional login was required.

Additionally, independent scholars who are interested in conducting surveys or other research with human participants may face limitations in receiving ethics approval, something which can restrict where findings may be published in academic literature. Independent scholars may also struggle without the added benefit of institutional credibility.

The term independent scholars can cover a broad range of individuals conducting research, including museum and gallery curators; archaeologists working in the field; professional services staff; and even members of the public. Some of these individuals may have access to institutional services through collaborations or partnerships, whilst others do not. There is therefore a wide range of differing experiences under the umbrella of independent scholars.

The question then is, why has academic research been restricted to universities? One reason is logistical – having physical research spaces such as libraries and laboratories together in proximity allows researchers to streamline the academic process. However, there are also considerations of accountability – academics may be funded by public money and are therefore required to produce output demonstrating the use of such money. The Research Excellence Framework (REF), which assesses research excellence, can also be used as an accountability measure, demonstrating the quality and impact of institutional research and its value for money.

If an institution or organisation was created to allow independent scholars access to some of the benefits of universities but also ensured accountability, would this give independent scholars an equal standing to those who are institutionally affiliated?

Similar programmes have existed before in other sectors – the Lonely Goat running club was launched to bring together solo runners into a shared community. The set-up of this group also gives them dedicated spaces at the London Marathon, allowing the group to take part on equal standing with other running clubs. Since 2016, the Olympics have also had the Refugee Olympic Team, allowing displaced individuals to compete in the Olympics. This gives them the ability to continue to compete in sporting events to the highest level, despite not being affiliated with a specific country.

The Lonely Goat running club emerged organically through a grassroots, community-led effort, whereas the Refugee Olympic Team was established through a top-down initiative led by Olympic President Thomas Bach. These examples demonstrate that successful independent communities can be created through either approach.

Although this principle has previously been applied to sporting events, it could be used in other contexts, including academia, by establishing a body that independent scholars can become affiliated with, giving them equal rights and responsibilities to those working at academic institutions.

Establishing a home for independent scholars and ensuring that they are considered on equal footing encourages more inclusivity in research, allowing a more diverse group of individuals to be recognised for their contributions to research, including community participants.

Universities have historically been the primary home of academic research because they provide shared infrastructure, resources, and accountability mechanisms tied to public funding. But can independent scholars achieve equal standing through alternative models that offer similar support and oversight outside traditional institutions? Although questions remain about how this could be established, sporting models demonstrate how collective structures can legitimise and enable participation for unaffiliated individuals and point toward new possibilities for recognising and supporting independent scholars.