HOW RESEARCH PERFORMANCE MANAGEMENT KILLS EPISTEMIC DIVERSITY

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Primera página de la Biblia del oso, traducción al castellano de Casiodoro de Reyna, basilea, 1569.

Silenced societies are, of course, societies in which talking and writing take place but which are not heard in the planetary production of knowledge managed from the local histories and local languages of the ‘silencing’ [the dominant powers] Walter Mignolo referring to Abdelkebir Khatibi’s “Love in Two Languages

 

Recently I gave a presentation on “Research Selectivity and the Destruction of Authentic Scholarship”.  An earlier iteration of this was presented at a conference in Dublin and posted here.  Below I present the text of this presentation.  It deals with the way contemporary research performance management practices result in what I and my colleagues call ‘epistemic closure’.  That is we are concerned that these management practices, related as they are to the growing dominance of English as the primary means of scientific communication, and to the determining influence of global higher education rankings and the power of the major academic publishing companies, are closing down what can be considered legitimate knowledge.


My presentation is based on early stage conceptualization for a cross European research project looking at the impact of research performance management on academic practice and identity.

In this sense it approaches the broad theme of mobility in terms of the mobility of academics, and the mobility of knowledge. That is, instead of academics looking at ‘others’ mobilities and migrations, it looks at the observers; it turns the critical gaze upon systems of higher education and academic practice in the context of dominant narratives of internationalisation of higher education.

Specifically, it began life at a conference in Poland where my colleagues Marcin Starnawski and Marcin Gołębniak presented a paper discussing the increasing pressure on Polish academics to publish in ‘international’ academic journals, where international translates as English language. They raised questions about a) the transactional costs of this national and institutional pressure (e.g. the capacity to become proficient in high status academic English – who does this, and who does not, and what are the consequences of this), and b) what impact this might have on internal academic discourse, and the issue of the possible un-translatability of key terms of debate.

This has led to cooperation around developing a research project that has now involved:

  • Exploratory empirical research in Ireland, Poland and Portugal
  • Seminars and conference presentations in Ireland and Poland
  • Work on a number of journal articles
  • Development of a COST Action proposal

Although this presentation draws largely on the Irish material, it resonates closely with that found in both Poland and Portugal.

Because of where I am giving this presentation (Galway, Ireland), it takes academics working largely through the medium of Irish in the humanities as a critical case of the phenomenon of research performance management. While it is not an exploration of the position of Irish in wider Irish society, it does touch on the contested nature of Irish as a public rather than private good.

Fundamentally we are arguing that research performance management as we often experience it is to do with more than workload, but also with knowledge work itself.

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So, where to start?

Reading these two documents recently I was struck by what now appears as their naivity.

The first report, “Advancing Humanities and Social Sciences Research in Ireland”, published in 2007, sought to make the case for the humanities and social sciences in the context of dominant discourses of the knowledge economy. There was a kind of strategic accommodation here, of accepting the terms of political debate – that is the very idea of the knowledge based economy, and argue the positive case for the humanities and social sciences within the logic of this discourse.

6 years later, the Higher Education Authority produced a report that seems to have come from a more innocent time, particularly when looked at from post-2008. It argued that there was no need for Irish higher education to emulate the UK and tie performance management to crude indicators of research output. Indeed, it argued that it was and should be possible for the arts and humanities to be judged on the basis of the wide array of outputs and not merely those amenable to simple statistical capture or the algorithms of the major publishing companies.

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Yet, what we see is our own institutions, in the absence of clear guidance otherwise, reproducing all the known negative effects of the Research Excellence Framework.

It is as if our institutional leaders are ignorant of, or simply ignore the findings from reviews such as this.

We can view this as a local manifestation of an increasingly globalised model of higher education – of a global political economy of higher education.

Looking across Europe, as with much of the world, we see certain regular systemic features of this political economy:

  • Government support for increased participation in higher education as part of an economic strategy to maximize the stock of human capital in aid of securing economic competitive advantage in a global economy
  • Reduction in direct funding from governments whilst promoting a process of mass higher education in conjunction with competitive funding streams and diversified income streams (e.g student fees)
  • Government steering of research priorities to meet economic needs, specifically prioritising certain STEM areas that are perceived to be close to the market, and using ideas of market readiness to evaluate all research.

 

slide1We are all fairly familiar with key features of the global higher education landscape as it relates to research selectivity.  We can conceive of research selectivity as a site for struggles over external and internal visibility, particularly for semi-peripheral higher education systems and for more peripheral disciplines.

EXTERNAL VISIBILITY

  • A defining characteristic of the political economy of higher education is that of STATUS COMPETITION – how well are we all doing in the global league tables
  • In other words institutional managers are concerned with visibility within the status economy of higher education. Politicians are concerned about this and gear funding priorities around securing greater visibility in the status economy as well as aligning research to economic requirements.

INTERNAL VISIBILITY

This largely takes the form of research performance management:

  • Management practices that increasingly seek to align individual CVs and research concerns with institutional objectives, objectives aimed at increasing the institution’s external visibility – this introduces a degree of moral coercion: if I don’t improve my visibility will this impact negatively on my institution and therefore on my colleagues
  • Alignment is enacted through various performance management practices: PMDS – annual reviews – institutional research audits – etc.

 

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I want to present some of our initial reflections through Niamh’s Story. Niamh is a condensation of academics who work predominantly through the medium of Irish and who participated in our pilot study. However, while here I focus on Irish language scholarship, they mirror almost exactly the views expressed by the scholars from academics we have spoken to in Poland and Portugal, in a range of disciplines. It also resonates with evidence found in scholarship in critical translation studies, critical linguistics, and global English.   What I share with you here is obviously tentative, and emergent.

Initial inductive analysis of the pilot project interviews indicates a number of themes/motifs that animate academics’ experiences and concerns:

  • Although the time periods associated with the production process of academic publishing may be stretched out, with delays between submission and final publication, this sits within a context of time-pressure
  • Institutions and individual scholars are increasingly conscious of the desire to improve their relative position in annual university rankings
  • This can be exacerbated by national and institutional systems of research performance management. Improvement in research performance are evaluated over short time frames, generating demands to produce measurable outputs quickly
  • Because the bibliometrics privilege English language publications, and privilege journal articles, this can lead to increase in outputs in English as the PRIMARY language of academic output
  • This may also transform disciplinary ways of producing and disseminating knowledge.
  • Within the intensified environment of academia, scholars largely experience this systemic phenomenon as private troubles rather than public issues.

This is not about language itself, but about how a scholar relates to epistemic communities, including linguistic communities. It is about the link between the generation of knowledge and the people you commune with in order to do that, to push the boundaries of knowledge. In this way of thinking and being decisions about form of output, vehicle for communication, and language of communication are determined by this relationship to epistemic communities. This is posed as potentially different to the institutionally determined way of being, which is driven by publishing companies bibliometrics, and university rankings.

She sought personal, individual strategies to negotiate her way through the tensions of an institutionally managed CV on the one hand and being true to herself on the other. There were no collective or solidaristic spaces where these concerns could be mobilised as public issues. She spoke about how the various systems of performance management and audit undermined the capacity of academics to work collectively, and so either rely on individual strategies, or appear supine,

 

…the system keeps everybody in a constant state of anxiety,

trying to meet sometimes reasonable, but often

undreasonable targets across so many different

arenas of academic activity…

 As my colleague Marcin Starnawski put it, we are so busy complying with the Regime of Compliance that we don’t pause for critical reflection and so create the conditions for discussing this as a public issue rather than a personal problem.

There was a very real sense that research performance management, and feeling herself under the gaze of performance metrics Niamh managed her efforts so that she was increasing her English language publications. To make herself more visible to the institution meant making herself less visible to the epistemic communities that gave meaning to her work. This is a zero-sum game. To write more in English means to write less in another language; to create “balance” is subtractive. 

If I was to look at the ratio over the last ten years

in my own academic writing life,

the balance between writing in Irish and writing in English,

writing in English for international academic publishers,

and writing and producing material for local publishers,

it’s definitiely the direction of English,

definitely the pull is towards international publishers rather than Irish publishes;

and the presumption there is that it is superior.

This alludes to linguistic hierarchies of knowledge, even of which languages can convey knowledge, be knowledgeable. In a sense, under the dominance of English, all other languages become minor languages

Fundamentally, Niamh felt that research performance management undermined her relationship with epistemic communities, and therefore with both the nature of knowledge and knowledge production. The pressure to publish in certain kinds of English language journals broke the connection between her, meaningful exchange of knowledge, knowledge production, and authentic scholarship.

 slide1

Clearly, what we are presenting here relates to wider concerns about:

  • The intensification of academic labour
  • About forms of management practice that devalue and undermine ideas of academic freedom
  • And the privatisation of knowledge that are very closely associated with the dominance of major academic publishers in determining what ‘counts’ as valued knowledge. Lets remember that the various ranking systems and metrics are controlled by profit seeking private companies.

 In the guise of technical issues of how best to measure research performance I believe we are actually seeing a transformation in what counts as knowledge and knowledge production. However, this is not being done as a result of public debate, not articulated in the public sphere. Maybe this doesn’t matter, but I believe it does, as it concerns what the role of academic scholarship is in relation to human flourishing, and concerns the values by which we think life should or could be lived. 

But I want to touch on something in my conclusion that relates specifically to academics working with what are often called minority languages, but also makes sense in relation to large language communities that are made peripheral by a zero sum approach to research performance management as it articulates with the dominance of English.

EPISTEMIC VIOLENCE/EPISTEMICIDE

I want to briefly discuss this in relation to concepts used by the Portuguese academic Boaventura de Sousa Santos, specifically the idea that current systems of research performance management act as forms of epistemic dominance and violence, even that the imperialism of certain ideas of what counts as knowledge constitute epistemicide, the death of what Niamh referred to as an ecology of research and Santos calls an ecology of knowledge.

 

  • Research selectivity, as I have discussed it here, can be seen to be re-ordering Europe (and I will keep my remarks to Europe) in relation to hierarchies of knowledge
  • Clearly certain domains of knowledge, those deemed applied or close to the market, are privileged over more speculative knowledge practices. This is very much why the humanities is under such pressure, but also areas of epistemic practice.
  • The linguistic dimension of this new terrain is illuminating
  • We can see from Niamh’s account that her practice is indeed one of an ecology of research or an ecology of knowledge. She regularly speaks from between Irish and English, both seen as capable of articulating knowledge
  • However, the intense pressure she and her colleagues experience to render their research amenable to only certain audiences and certain forms of publication (where the mode of publication appears to be more important than the rigour of scholarship) works to make invisible Irish as a legitimate language of knowledge, in deed as not being a knowledgeable language in its own right. To different degrees the same can be said of Polish, or Finnish, or Latvian, or Hungarian, or Russian, or possibly French and German.
  • So, the Irish language, literature, artefacts can be objects of scientific inquiry, but Irish cannot be a legitimate medium for thinking.
  • The increasing requirement to produce or reproduce work in English, carries with it the inequality of languages, the suggestion that English has a unique capacity to articulate all meaning adequately. English is presumed to have the robustness to convey meaning originally conceived in a different linguistic and cultural frame.
  • This attitude leads, I believe, to epistemic closure.

This is not an argument against English as a shared language of scientific exchange, but it is an argument against a diminished ecology of research, and a call to think higher education otherwise, and not to collude in epistemicide.

Research Selectivity and the Destruction of Authentic Scholarship? The View from the (semi) Periphery

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Below is the text of a proposal to the European Educational Research conference in Dublin this year.  It outlines some research under development with colleagues in Poland looking at the way research evaluation frameworks are re-shaping academic practice and the nature of what is knowledge in higher education.  Far more than being mechanisms for assessing the quality of academic research outputs, we argue that these are means by which knowledge itself is being changed but without making that an explicit object of policy.  Most disturbing of all is the way academics themselves are complicit in this.  It makes us wonder if many academics, and academic managers in particular have given up on higher education as a public good.

 

Rationale

Research selectivity, such as the UK’s Research Excellence Framework, is becoming a feature of higher education systems worldwide (see; Hazelkorn 2011) and often associated with the rise of neoliberal modes of governance (Henkel 2000; Marginson 2000). Higher education is therefore conceptualised by governments in ways that make the return on public investment amenable to calculation, comparison, and programmatic intervention. Through a range of policy instruments, specifically the introduction of market-like activities, academics’ daily practice is caught up between ‘actions at a distance’ and internal management techniques (see Miller & Rose 2008). For instance, ‘quality’ of scholarly activity is assessed against regular audits, such as the REF; core funding differentiates between prestige disciplines such as STEM as against the social sciences and humanities and places an emphasis on market-like behaviours and how institutions market themselves and read their markets. These translate professional decisions into methods of comparison through league tables, and in so doing make those decisions amenable to control at a distance. Internally this is matched by management techniques to align individual practice and sensibilities to those of institutional strategic objectives, which are largely framed by these ‘actions at a distance’ (see also Ball 2012). These include systems of performance management that usually involve annual reviews of performance emphasising research activity and output, and the setting of targets. ‘Research’ in this context is often reconfigured as ‘grant capture’ and publication in ‘high impact’ journals. Consequently, one powerful critique of such selectivity has focused on challenges to academic identity (Billot 2010; Davies 2005; Harley 2001; Harris 2005).

However, such critiques often arise from what can be called the centres of higher education. Drawing heuristically on Wallerstein’s (e.g. 1982 & 2013) World-System Theory we ask what this experience of research selectivity and neoliberal governmentality looks like in semi-peripheral systems of European higher education. For instance, Irish higher education reform occurs in the context of public spending being overseen by the European Union, European Bank, and the World Bank following Ireland’s economic collapse in 2008 (e.g. HEA 2013). Similarly, Poland is seeking to reform its higher education system within a context of post-Communist transition, the adoption of neoliberal political rationalities, and the intensification of research selectivity in higher education (Kweik 2012). While Ireland and Poland benefit form being part of the European Union, both are politically and economically peripheral. There is also a linguistic aspect where non-English speakers are required to publish in English-language journals. Therefore, how does this structural location impact on how policy discourses, instruments, and management techniques are mobilised? For the purposes of our pilot project we also wanted to inquire into how this manifested in the context of semi-peripheral disciplines, especially the humanities. The legitimacy of the humanities has been increasingly questioned as higher education is more closely aligned with national economic objectives. For instance in Japan an education minister asked its national universities to either close down their humanities and social science faculties or reorganise them to be vocationally oriented. Adapting Wacquant’s (Wacquant, et. Al. 2014) concept of territorial stigmatisation we ask in what ways semi-peripheral systems are governed through regional and global systems of surveillance and measurement; how internal selectivity is arranged at both national and institutional level (e.g. how are the humanities dealt with); and how are different categories of academic managed in relation to research selectivity.

 

Methodology, Methods, Research Instruments or Sources Used
The paper reports on the pilot study for this project, which aims to clarify the research problematic, scope, and questions.  The lead author’s home institution was selected as the site for the empirical work, with the Polish academics taking the lead in conducting the interviews.  This was undertaken as itself an ethnographic inquiry into the paradox of the proposed research – that of critically examining research selectivity as part of neoliberal political rationality (which includes the problematic place of non-high status English as a medium of academic exchange) whilst also seeking to publish in ‘high impact’ English language outputs and use English as a medium for cross-country collaboration.  This (auto)ethnographic aspect will be part of the broad mix of approaches taken in the larger study.  Therefore the proposed research has a strong reflexive mode. The discipline of humanities was chosen because a) the problematic place it currently has in higher education, and b) the particular challenges faced by the humanities in Irish universities.  Specifically, Irish Studies and German Studies were selected.  This was partly opportunistic due to established links between these areas and the lead author.  These were selected because they also provided an opportunity to explore linguistic capital as a dimension of the field of study (see Outcomes below). Irish Studies enabled the exploration of the structural location of a European minority language (we selected scholars who wrote through the medium of Irish).  German Studies enabled an examination of the structural location of a major European language within both a semi-peripheral system of higher education and a semi-peripheral discipline. The pilot project involved 7 semi-structured interviews with full-time members of academic staff on permanent contracts (Irish Studies = 3; German Studies = 2; plus two colleagues with expertise in the field of internationalisation in higher education).  The current paper focuses primarily on the 5 interviews with Irish Studies and German Studies. It is proposed that a grounded theory approach will be utilised as a basic analytical approach for the whole project.  For the purposes of this paper an initial inductive approach is taken.  The larger project will use a mix of methods.

 

Issues
PRIVATE TROUBLES/PUBLIC ISSUES
Although institutional practices of internal research selectivity are systemic in nature, all academics interviewed discussed how they relied upon personal strategies to negotiate the various management techniques. All spoke about the general concern within their fields and the wider discipline but that there had been no collective or solidaristic space to mobilise these concerns as public and systemic issues.

TRANSFORMING DISCIPLINARY PRACTICE
Such strategies included reorienting effort to write in English language journals as well as in Irish or German, to seek a ‘balance’ of outputs.  This was a subtractive strategy as it meant less was written in their preferred language.  It was suggested that the emphasis on research articles as the institutionally privileged output changed the nature of disciplinary knowledge development and exchange. Specifically it challenged the way a body of work was captured in the production of monographs in the humanities. This was see as being driven by institutional concern with metrics and not with authentic scholarship.

EPISTEMIC DISJUNCTURE
Participants stressed that writing in English was a reduced form of scholarship that did not allow them to fully articulate meaning.  Performance against institutionally defined criteria bore no relation to the objective of knowledge production and exchange in knowledge communities.  Rather than being additive research selectivity was being experienced as subtractive and diminishing.

References
Ball, S. J. (2012) Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University, British Journal of Educational Studies,  60(1):17-28.
Billot, J. (2010) The imagined and the real: identifying the tensions for academic identity, Higher Education Research & Development, 29(6):709-721.
Davies, B (2005): The (im)possibility of intellectual work in neoliberal
regimes, Discourse: Studies in the Cultural Politics of Education, 26(1):1-14.
Harley, S. (2002) The impact of research selectivity on academic work and identity in UK universities. Studies in Higher Education, 27(2):187–205.
Harris, S. (2005) Rethinking academic identities in neo-liberal times, Teaching in Higher Education, 10(4):421-433.
Henkel, M. (2000) Academic identities and policy change in higher education, London: Jessica Kingsley.
Marginson, S. (2000) Rethinking academic work in the global era. Journal of Higher Education Policy and Management, 22(1):1–12.
Miller, P. & Rose, N. (2008) Governing the Present: Administering Economic, Social and Personal Life, Cambridge: Polity Press
HEA (2013) Towards a Performance evaluation framework: Profiling irish Higher education a report by the higher education authority. Dublin: HEA.
Wallerstein, I, et. al. (1982) World-Systems Analysis: Theory and Methodology, Beverley Hills: Sage.
Wallerstein I, et. al. (2013) Uncertain Worlds: World-Systems Analysis in Changing Times, New York: Oxford University Press.
Hazelkorn, E. (2011) Ranking and the Reshaping of Higher Education: The battle for world-class excellence. Basingstoke: Palgrave Macmillan.
Wacquant, L. et al. (2014) Territorial Stigmatisation in Action, Environment and Planning A, 46:1270–1280.
Kwiek, M. (2012) Changing higher education policies: From the deinstitutionalization to the reinstitutionalization of the research mission in Polish universities, Science and Public Policy 39:641-654.

What’s the Point……of writing this blog?

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I have been thinking a lot recently about my aversion to writing this blog.

Of course, events in the summer disrupted the flow, introduced some new sense of urgency around particular concerns, then….very little.

It was as if I had lost faith in what I was doing here, of doubting the efficacy of this project.

Some recent reading around public pedagogyand digital scholarship has encouraged me to revisit my purpose here and to try and reframe what and how I want to write.

This is not necessarily a radical change in what I had set out to do initially, but perhaps simply gives me more impetus.  It picks up on an effort within my teaching to share with students the processes underlying the pedagogy, of revealing the pedagogic purpose of what I am inviting them to participate in.

This revisiting of the purpose of writing a blog like this is to bring my attention to certain key terms:

What do I mean by ‘public’?

What publics do I have in mind in engaging in this kind of writing? The kind of writing we engage in, the types of event or outlets through which we seek to present our intellectual work all speak to both who we want to enter into conversation with and what kinds of conversation we want to have.  Hopefully I can clarify this (to myself) as I continue the process of writing in this public forum.  The word public can also suggest a certain breaking down of hierarchies, but how true is that?

Scholarship – an elite practice?

I remember a response from Beatrix Campbell to a right wing politician who was deriding academics and ‘theory’, where Beatrix noted that ‘theory was another name for thinking’ so was the politician against thinking?  In the context of the managed academic CV where what we write about is of less importance than the ‘value’ our academic endeavours can bring to the institution (as if it was separate from us) – as the recent Research Excellence Framework exercise demonstrates – attention to academic work as a form of public good is critically important.  Higher education scholarship must speak to the major issues that affect people, and do so in a way that is not defined by the interests of institutional game-playing or private profit. This is allied to scholarship as a public activity.  Therefore, while we may, individually, have to keep in mind our scholarly outputs for promotional purposes, we have to be mindful of how public knowledge is increasingly being privatised by the dominance of the major publishing companies.

Which brings me to the digital scholarship debate.

And here I simply refer to the responsibility incumbent upon academic workers to make our work more publically available.

In particular I am going to revisit the idea of blogging as a form of continuous scholarship that simultaneously is focused towards the scholar (the development of ideas that may become other kinds of academic output) and outward as public scholarship that deconstructs the process of knowledge work, and contributes to a revisioning of scholarship as a public practice.

The Ethics of Academic Practice: Combatting Exploitation and Working for Social Justice

Is modern academia an economy of theft?

I am continuing with my contemplations on the 5 Mindfulness Trainings and how they can inform an ethics of academic practice.

In this second post I take the training on ‘True Happiness’:

True Happiness

Aware of the suffering caused by exploitation, social injustice, stealing, and oppression, I am committed to practicing generosity in my thinking, speaking, and acting. I am determined not to steal and not to possess anything that should belong to others; and I will share my time, energy, and material resources with those who are in need. I will practice looking deeply to see that the happiness and suffering of others are not separate from my own happiness and suffering; that true happiness is not possible without understanding and compassion; and that running after wealth, fame, power and sensual pleasures can bring much suffering and despair. I am aware that happiness depends on my mental attitude and not on external conditions, and that I can live happily in the present moment simply by remembering that I already have more than enough conditions to be happy. I am committed to practicing Right Livelihood so that I can help reduce the suffering of living beings on Earth and reverse the process of global warming.

 

What is meant by this ambitious declaration and how might it be imprinted on my academic practice?

I want to begin at the end, as it were, and the direct referencing of a commitment to reversing global warming.  This is a kind of aside but bear with me.

In referencing global warming specifically I feel that Thay is indicating that while the ‘trainings’ are universal, in the sense that their core orientations can be applied in any context, they should be adapted to the specific contexts within which we live.  This understanding of the universal yet contextual nature of the ‘trainings’ is important.  The ‘trainings’ are to be worked with rather than simply applied.  They are designed to sensitise us to certain ways of being rather than rules to be imposed.

The only authority behind the ‘trainings’ is our own commitment to ethical practice.

…and now down to business.

There are a number of topics that arise during discussion with colleagues on the academic development programmes I run that deal with issues of integrity and honesty.  They can arise in two specific contexts, those of academic integrity/plagiarism, and the ethics of authorship.  But I want to add another, that of the increasingly institutionally ‘managed’ nature of our academic CVs.

Plagiarism, authorship, and integrity

I am determined not to steal and not to possess anything that should belong to others

When writing, as academics or students, we are entering into discussion with communities of thinkers and writers – past, present and future.  Central to the idea of scholarly activity is the dispassionate exchange of ideas in the common pursuit of knowledge – that is, the ideal of the Republic of Letters (see the Networking the Republic of Letters, 1550-1750 project for an interesting piece of research on this).  I know this is an idealised notion of academic and scholarly activity.  I also know that it can hide the imperial and gendered natured of the enterprise.  But there is something in the idea that offers different ways of being an academic in the contemporary moment.

What I take from the idea is the notion that we are never the ‘owners’ of knowledge, of ideas, of text, but only ever the custodians.

Viewing knowledge-work in this way places a slightly different emphasis on issues of academic honesty and integrity.  Often, we come to these issues in relation to students who ‘cheat’.  Actual scholarly work on this demonstrates that it is seldom as easy or straightforward as our anecdotes would suggest.  This is usually how it is initially surfaced in discussions with colleagues in academic development programmes.  Then the discussion shifts towards considering the issue in terms of enculturation of students into the disciplinary forms of academic writing and of how we, as academics, deal with referencing.

But I think there is some value in also contemplating how we are custodians rather than owners of knowledge.  The idea of the custodian of knowledge can encourage practices of care and consideration which are, in my view, healthier and more productive kinds of sensibility than mere attention to the rules of referencing, or how to punish students who cheat.  The attention to proper referencing should not be an issue of rules but rather of the ‘public’ nature of our knowledge-work.  We not only share our knowledge-work, but make ourselves accountable through such mechanisms as referencing.  In modern parlance there is an ‘open source’ element to academic practice – we are revealing the code.

A possible negative side to the custodian metaphor is that we can become reverential towards knowledge, of attending to the gatekeeping function of protecting cannons of knowledge.  Such approaches are inevitably conservative and restrictive.  But if we think of the custodian role as one of care, and respect, this still leaves knowledge-work as open and as something we then leave to others to continue working with.

I feel that there is some mileage in this metaphor, but I need to explore it further.

…and institutional ‘management’ of academic CVs

But, perhaps the issue most pertinent to this ‘training’ is the increase in the way the institutions we work for seek to manage our scholarly activity in the pursuit of market advantage.

What do I mean by this?

The emergence of the what scholars such as Simon Marginson call the ‘global university’ and heightened global competition in higher education has brought in forms of management that views our individual scholarly ambitions as little more than institutional assets.  What I mean by this is the idea that my scholarly research and writing are viewed as contributing to or undermining my employing organisation’s stock of status capital.  The ethical, social, or cultural content of my scholastic activity is therefore of no real importance other than in its capacity to contribute to the university’s competitive ambitions as measured by various ranking systems.

This fundamentally undermines the idea of the Republic of Letters and of the scholar as a custodian.

It introduces a subtle, I think, change in the nature of social relations in academic practice.  This change is in the direction of making academic practice one of ‘value relations’ in the classic Marxist sense.  For more on this perspective I think it is worth looking at the work of Joss Winn.  In this change of relations the university acts much more like the traditional capitalist enterprise directly and indirectly appropriating my academic labour.  The drive is not to have control over my labour (and here I am referring specifically to academic writing and the direction of academic research) in order to produce better or ‘higher quality’ research, but as a private good (private for the university) in its efforts to improve its market position.

As well as leading to a ‘carelessness’ in the way academics and students are treated in universities, it changes the social relationship to knowledge.  Rather than being custodians of knowledge, as individual academics, we are increasingly encouraged to view writing and research and teaching as private property that can improve our individual status within academic markets.  It also means that our employers, universities, seek to appropriate (steal) the fruits of our labour.  Knowledge is there to be plundered.

Stealing from the poor….

It is one thing for employing organisations to be seen in the role of capitalist ‘robber barons’ of academic labour.  But when we see our role as custodians of knowledge then this also implies a certain social relationship to those who participate in our research and so form the basis for our writing.  Surely we have a duty of responsibility here as well?

Much of my research has been concerned with the impact of policy on different groups, often with an explicit social justice dimension.  When this work involves interviews I am inviting folks to talk with me about their experiences, concerns, interpretations, etc.  Some of these people will be those in positions of power, others not.  I believe that there is a duty placed upon me then to treat their participation with care, responsibly.  We are used to the various ethical protocols we are asked to sign up to.  But there is something that is not mentioned in these protocols – the duty of not appropriating their generosity and commitment of time, or their openness, simply to build a career.

Indeed there can be two levels of appropriation going on simultaneously.  As the academic I may appropriate their involvement in my research as part of a strategic manoeuvre designed to improve my career prospects.  And, my employing organisation may appropriate this as part of its strategy to improve its advantage in relation to other institutions.

Both are forms of theft.

The ethical cost of eroding the custodian role

What can we do in such circumstances?

It seems to me that we (academics), collectively, are allowing and enabling  this theft to continue.  Apart from complaining privately we seldom refuse, let alone resist this economy of theft.

The question remains, then, what can we do?