When peer review goes well – and when it doesn’t

Dr Jodie Goldney is a qualitative researcher with extensive experience working in the community services sector.

Her PhD is a critique of the scientist-practitioner, or Boulder model of pedagogy that underpins the training of psychologists in most of the Western World. Drawing on that work, Jodie created the attributional approach to recruitment and training, which screens for reflexivity and capacity to learn from experience over a static knowledge-base.

Jodie recently launched Qualitate (www.qualitate.com.au; on Twitter: @Qualitate01), which applies qualitative methodologies to the problems of industry.

She is both adjunct and sessional academic with Charles Sturt University. Jodie tweets from @jgoldn01.

Photo by eatsmilesleep | www.flickr.com/photos/45378259@N05 (Shared via CC license 2.0 - creativecommons.org/licenses/by/2.0)

Photo by eatsmilesleep | http://www.flickr.com/photos/45378259@N05 (Shared via CC license 2.0 – creativecommons.org/licenses/by/2.0)

In the academic world, getting published is serious business, it can mean the difference between getting a job, and not even getting an interview.

For new PhD graduates, this need is particularly strong, with the catchphrase “publish or perish” whispered in hushed tones, as people unpack why one colleague seems able to carve out a professional path, with greater permanency than multiple sessional (and very part-time) roles across several institutions!

There is also an arguably ethical component to this expectation to publish and share one’s work. Those who’ve undertaken a doctorate have had heavy investments (in the form of time, mentorship, and financial support) from their respective academic institutions, supervisors, research participants, associated communities, and schools of study. Giving back in some way is only right.

I recently completed my PhD and, in keeping with publishing expectations, I have worked consistently to translate my thesis into scholarly, peer-reviewed articles over the last five months (among other work and family commitments). The results of this process for me so far are eight pieces at various stages of the publication process:  two in press, two in the review cycle, and four are in preparation.

Reflecting on my experiences thus far, I have been amazed by the diversity of ways that a prospective author can be treated by journals and their editors, how differently the peer-review process can occur, and what is considered as constituting academic substance. Read more of this post


Building your track record

Deb Brian works at the Office of Sponsored Research at The University of Queensland, where her focus is on helping researchers to write better funding applications, and supporting early career researchers and women in science and research.

She can be found on Twitter at @deborahbrian, where she talks higher education policy, research strategy, Australian politics, social justice, and cats. Mostly cats.

A version of this article first appeared in Funding Insight on December 14, 2017 and is reproduced with kind permission of Research Professional. For more articles like this, visit www.researchprofessional.com.

Photo by Ravi Roshan | unsplash.com

Photo by Ravi Roshan | unsplash.com

As the year begins, many of you will be planning your research for the coming year and identifying funding schemes to target. Some will have received the outcomes of last year’s grant applications and will either be breathing a sigh of relief or girding their loins for the next attempt.

This can be a difficult time, both professionally and emotionally, for early career researchers in particular (see Tseen Khoo’s recent post on academic disappointment).

This is especially so for those in fields where there is an expectation that salaries will be sourced from grant and fellowship funds.

In this era of short-term contracts and reduced security of employment, there has never been more pressure on early career researchers to establish a research track record.

Couple this with declining grant success rates across the board and increasing competition and the situation can become quite daunting. Those who are not successful in becoming one of the 1 in 10 researchers awarded a major grant or fellowship can easily become disheartened.

Some tell me the major funding bodies just don’t care about their field, are biased against their particular methodology, or that it is all a lottery anyway. None of this is true, of course, but – more importantly – it isn’t helpful.

So, what can you do if you are an early career researcher struggling to break into the big leagues of research funding?

Here are five tips for you to help build your track record:  Read more of this post

The gift of record-keeping: A tool for future promotion

Dr Bronwyn Eager works as a Lecturer, Entrepreneurship at Swinburne Business School, Swinburne University of Technology.

Her research focuses on stress, coping and time-orientation in entrepreneurs and integrating entrepreneurship education into STEM domains.

She tweets as @bronwyn_eager, and is always up for a coffee and interesting conversations.

Photo by Max Kaharlytskyi on Unsplash.com

I was recently asked by a colleague to help edit her application for a Professorial role.

As a recently minted PhD, and academic Level B (i.e. the bottom of the academic food chain), I was honoured. The process of reviewing her application gave me some insight into academic promotion, which I want to share with you below. Namely, the importance of record-keeping and a gift of a simple spreadsheet to help you capture your data now, so it will be on hand for when you need it in the future.

Reading my colleague’s application, I felt exhausted. Not from the editing process (which was minimal – she is a brilliant writer), but from living vicariously through the vast number of publications, supervision roles, teaching activities, grants, and engagements that were laid out in her documents.

I looked up more than once from my screen and wondered how she’d had time to sleep since completing her PhD. Read more of this post

Is the academic lone wolf extinct?

Photo by Krishh | unsplash.com

Photo by Krishh | unsplash.com

Academic lone wolves get a bad rap.

In today’s hyper-collaborative academic world, the idea that researchers might work on something alone, get funding alone, and publish alone, is weird and even abhorrent to many.

Yet, it is the reality for many humanities and social sciences academics, from postgraduates to senior scholars. They have projects where they publish and work on projects alone, as well as collaborative and joint initiatives that involve others in their own discipline and beyond.

It’s not a case of either/or, but the general vibe in many academic ‘advice’ streams is that scholars should not work alone.

Scholars can and do work alone, and they can be excellent colleagues, productive academics, and generous mentors. Sure, there are some researchers who work alone because they don’t play well with others, but many work alone because it is an expectation of their disciplines. Some work alone because they enjoy working alone, but it doesn’t mean they can’t work with others.

Not only is sole-authorship relatively common practice, it is in fact a sought-after signal that the researcher has the ability to create and complete major intellectual work. The opaqueness of who did what can be the source of much contention on work that involves more than one named investigator or author. Humanities scholars are not as often embroiled in these debates because they practice a discipline “where text and author are tightly coupled; where the process of inscription implies intimacy with one’s materials” (Cronin 2003 [196 Kb PDF]).  Read more of this post

Lessons from the Hill

Dr Taylor Winkleman recently completed a stint as a Legislative Assistant in the office of United States Senator Edward Markey after serving a year in the same office as an American Veterinary Medical Association (AVMA)/American Association for the Advancement of Science (AAAS) Fellow. Her portfolio included space policy, military and veterans issues, human rights, and foreign policy, with a particular emphasis on global health and trafficking of both humans and wildlife. Upon leaving the Senate, Taylor founded Winkleman Consulting, LLC, and is now consulting on the same issues, with an emphasis on the intersection of commercial space, global health, and humanitarian crises.

Born in Santa Cruz, California, Taylor completed the University of Georgia College of Veterinary Medicine’s dual degree program in 2016, earning both her Doctor of Veterinary Medicine and Masters of Public Health with an emphasis in public health policy. Prior to beginning her veterinary training, she served 6 years in the United States Army as an Arabic linguist and intelligence professional. During her academic career, she worked as a freelance journalist and photographer.

Her professional interests include international development, zoonotic disease prevention, economics, One Health, Planetary Health, and commercial space policy. Taylor tweets from @T_Winkleman.

The Research Whisperer was approached by the American Association for the Advancement of Science to feature a couple of their great fellowship stories. We were happy to showcase the fantastic opportunities available to scientists through their programs. If you’re interested in applying for the AAAS S&T Policy Fellowshipapplications are due November 1! Please note: you must hold US citizenship, or dual citizenship from US and another country.

If you know of non-US programs that do similar things, please comment with links so that your colleagues can be aware of them and follow them up!

Taylor Winkleman (LEFT) and #fellowfellow (fellow AAAS fellow) Dr. Emma Locatelli, attending science talks given by two OTHER #fellowfellows, Dr. Rebecca Reeseman and Dr. Kirstin Neff at a monthly event called NerdNiteDC. [Photo courtesy of Taylor Winkleman]

Taylor Winkleman (LEFT) and #fellowfellow (fellow AAAS fellow) Dr. Emma Locatelli, attending science talks given by two OTHER #fellowfellows, Dr. Rebecca Reeseman and Dr. Kirstin Neff at a monthly event called NerdNiteDC. [Photo courtesy of Taylor Winkleman]

The absolute worst moment that I experienced during my time in the United States Senate (the Hill) was during a softball game. While playing catcher, a collision at home plate sent me flying through the air and I landed in the dirt. On my head.

So, there I was, lying in the dirt, my ear bleeding, my arm bruised, with my head ringing from what I was almost certain was a concussion, and I knew one thing with utter certainty: I was going to have to keep playing. We were behind by ten runs in the third inning. We were certainly going to lose the game but if I couldn’t keep going we would be forced to forfeit. I got up, shook it off, and kept playing.

We definitely lost that game.

Thinking back on it, I can understand how many on the Hill would see that as a metaphor for politics, where you often find yourself fighting a battle you seem guaranteed to lose, getting knocked down, and having to get back up. My time as a policy fellow began in an optimistic September of 2016.

Now, in 2017, the situation for science on the Hill and in the federal government could be better.

In some ways, this seems to be the worst of times. Read more of this post


Rusty horse (Photo by Marcus Schwan) | flickr.com

Rusty horse (Photo by Marcus Schwan) | flickr.com

I was reminded recently of how much you need to keep exercising some skills as a scholar.

What you learn in academia isn’t like ‘riding a bike’ and there are skills that can be forgotten. In my case, I should probably confess that I don’t even know how to ride a bike so we’re talking about being way behind the 8-ball here.

The skills I’m talking about are those involved in editing a special issue journal.

The setting was as amenable as it could be for a good outcome. I was co-editing the issue with one of my best academic buddies. We had worked together on different projects before, including co-authoring a piece of writing, and we knew we could work together.

The journal was one I was very familiar with and had published with a couple of times before. It was a publication friendly to our particular focus and range of topics.

The general editor of the journal was also a good academic friend so, really, it was as collegial an environment as it could be.

I have previously edited six special issue journals, across a range of publications and with different co-editors or solo. Even so, I hadn’t edited a special issue for a few years and I felt rusty. Read more of this post

Author order and disorder

Debra Carr has a BSc (Hons) in Materials Science and a PhD in Engineering.

Prior to joining Cranfield University, she was employed by the Ministry of Defence (SCRDE), Imperial College (Mechanical Engineering) and The University of Otago (Clothing and Textile Sciences).

Debra is a Chartered Engineer, a Fellow of The Institute of Materials, Minerals and Mining and a Fellow of The Chartered Society of Forensic Sciences.

In 2012, Debra was a Winston Churchill Travelling Fellow. Debra’s research interests include personal protective equipment design and testing, and behind armour wound ballistics.

I’m a materials engineer specialising in textile science. After I finished my PhD, I first worked in Government and now I’ve been an academic for nearly 20 years.

I love working with my research students (MSc and PhD) and I try to give them as many opportunities to publish as possible.

When a student first approaches me, I talk about where their work might be published – should it be a journal, or conference proceedings? I encourage them to think about their work as publishable and plan the work right from the start for publication. I think this is as important for my students who are completing a taught Master of Science (MSc) that includes a 3-month research project resulting in a dissertation, as for my PhD students who are in a 3-year program.

Most of my personal research projects, and those that my research students conduct, are for customers who have a real-world problem (i.e. most of the work is applied in nature). Some projects cannot be published due to confidentiality and I let my students know this ASAP in the process. I always ensure we meet with the client.

As far as I am concerned, if an article is written from a thesis by either the student or me, then they are first author on the publication and I am usually second author as their supervisor. My boss and my institution (I believe) expect me to be second author. Obviously, these articles contribute significantly to my career progression as well as theirs and I have benefited from my students with respect to promotion. Other authors on the articles might be another research student or a staff member who has helped (academic or technical), and an industrial supervisor or a sponsor (particularly if the work was originally their idea – so an acknowledgement of their intellectual property).

Breakfast queue by Ross Strahan | www.flickr.com/photos/ross_strachan | Shared via CC BY-NC-ND 2.0

Breakfast queue by Ross Strahan | http://www.flickr.com/photos/ross_strachan | Shared via CC BY-NC-ND 2.0

Read more of this post