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

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Finding your inner extrovert

Dr Julie Preston (@julzpreston)Julie Preston coordinates NECTAR, an Early Career Academic/Researcher initiative at the Australian National University.

She is responsible for the delivery and evaluation of programs in which ECR share ideas, build confidence in leadership, develop cross-college networks, and acquire skills and knowledge required to establish a successful teaching and research career.

Julie promotes career development through ownership and self-empowerment. 

Julie’s academic background is in Immunology and Microbiology. Her PhD thesis and postdoctoral research investigated mechanisms of Streptococcus pneumoniae infections.

Julie tweets at @julzpreston.


Photo by Martin Wessely (http://wesse.ly), sourced from unsplash.com

Photo by Martin Wessely (http://wesse.ly), sourced from unsplash.com

The recent post by @tseenster “It’s not you, it’s me” compared the conference approaches of an introvert and an extrovert.

My experience of conference attendance has been influenced not only by my own personality, but also that critical first impression of conference attendance.

My contrasting perspectives come from when I was a budding young scientist, then when I was an older – but equally impressionable –  trainee career practitioner.

Personality tests, whether you believe them or not, have always labeled me an introvert. “Fantastic!” I thought. “That’ll get me through those long periods alone in the lab!”

The other end of the spectrum – extroversion – can be great for those short bursts of intense social interaction we call conferences. I attended a very small primary school where I was encouraged to find my voice and get involved, which, combined with other childhood pursuits, should leave me sufficiently confident in social situations like conferences.

So, what went wrong? Why were academic conferences such a challenge? And why did I feel more confident in my post-academic life?

READ MORE