How Podcast Spaces Support Research, Teaching, and Community

How do you build a podcasting culture in higher ed? Don’t start with the equipment.

In this episode of Continuing Studies, Neil records live from Helix at the University of Leeds with Abigail Harrison Moore, Krissie Glover, and Kerr Hunter for the final conversation in our three-part series on research podcasting. After exploring participatory research with Abigail and production support with Krissie, in this episode they share how Helix supported and helped shape the Whose Power? project, and what makes a university podcast studio truly welcoming, useful, and accessible. The big takeaway: the best podcast spaces aren’t defined by the gear. They’re built through trust, safety, support, and people who help others feel like they belong

Episode Links:

• Learn more about Helix at the University of Leeds
• Connect with Kerr, Abigail or Krissie
• Listen to Part 1 with Abigail Harrison Moore
• Listen to Part 2 with Krissie Brighty-Glover
• Listen to the Whose Power Podcast

Connect with Us:

• Share Feedback & Ask Questions: [email protected]
• Learn More: Continuing Studies Podcast
• Follow: Continuing Studies LinkedIn Page
• Join LinkedIn Group: University Podcasters Network
• Connect w/ Jen: LinkedIn or  [email protected] 
• Connect w/ Neil:  LinkedIn or [email protected]
• Twitter:  @namcphedran / @podiumpodcastco
• Youtube
• HigherEdPods

Chapters:

• (00:00) - Opening the door to the university
• (00:58) - Introduction
• (04:24) - Recording live from Helix
• (04:49) - What is Helix?
• (05:46) - Building a programmed podcasting space
• (06:39) - Podcasting as assessment and experiential learning
• (07:57) - Making campus feel welcoming
• (10:35) - Helix as a gateway to the university
• (12:04) - Co-creation, flexibility, and shared ownership
• (14:51) - Podcasting, access, and institutional trust
• (16:46) - Podcasting as research output
• (19:04) - Bringing participant voices to the front
• (21:56) - Building trust, safety, and community
• (25:57) - Transcripts, reflection, and the limits of the written word
• (28:36) - Start with people, not equipment
• (33:46) - Closing reflections
• (35:19) - Conclusion