Who is allowed to talk about equality, diversity and inclusion?

31 March 2020 by 3 Comments

Lachlan Smith is Director of Cloud Chamber. He supports the Higher Education sector, both in the UK and globally, understand the impact of their research, develop effective research cultures and improve their ability to secure research funding. He has supported a range of institutions and funders including the Royal Society, British Academy and Kings College London. He has delivered workshops in Shanghai and Nairobi, supporting early career researchers access funding and he is an advocate for diversity and LGBT+ inclusion, delivered through his collaboration with Diversiunity. He previously worked in research development at the University of Warwick as well as roles in the civil service and economic development consultancy. He tweets from @HEresearchfund.

This post was written by Lachlan with contributions from Jakob Feldtfos Christensen, who is director of Diversiunity. Jakob provides workshops and consultancy in diversity and internationalisation in research and research management in collaboration with Cloud Chamber. Diversiunity also provide workshops and consultancy for Principal Investigators managing international projects and leadership courses for upcoming research leaders with an LGBT+ background. Before starting his own company, he worked first as a research advisor in the research support office and later as an international coordinator at Aarhus University in Denmark. He is a certified research manager from EARMA, where he has been active for several years. He tweets from @diversiunity.

Image by Volodymyr Hryshchenko | unsplash.com

For many years, I lived as an out gay man. Out in most aspects of my life, anyway, but I didn’t openly talk about my sexuality, LGBT+ issues in general, or the unique challenges of being a gay man.

This all changed for me when I came out at my local cricket club. I had played there for a couple of years but keeping my private life shut off was damaging my relationships with teammates as well as leading to poorer performances on the field. Since coming out, I have been more open about who I am, which means encouraging greater equality in my club and more broadly within cricket, an environment that is very heteronormative and masculine. This has felt appropriate and right. I’m definitely in a minority both at the club and within cricket more generally. Gay men have often found sports, and team sports in particular, to be hostile environments leading to exclusion and lower participation. While most of my interests and activity in this area has related specifically to LGBT+ inclusion, I always try to talk about and promote equality, diversity and inclusion more generally. I’ve learnt a lot from my experiences as a gay man in a traditionally straight sporting environment, both before and since coming out and I’ve talked about them in blogs and for Sky Sports. My views are seen as valid, I’m a minority voice, this isn’t questioned. My experiences count.

Since coming out within a sporting context I have invested more time in understanding equality, diversity and inclusion (EDI) issues in all parts of my life and in the world around me. This has included recognising that gay men and other LGBT+ people have unique experiences, stories and lessons within the higher education (HE) sector, the sector in which I have worked for the last decade. With more and more of my work taking on an international dimension it has become clear to me that the experiences of the LGBT+ community within international HE can be profound and unique and drawing on these experiences can offer challenge and lessons across the spectrum of diversity and inclusion both within and outside of HE. Read more of this post

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What harm can it do? The emotional cost of asking for something in academia

18 February 2020 by Leave a comment

Kylie Smith is Assistant Professor and the Andrew W. Mellon Faculty Fellow for Nursing and the Humanities in the Nell Hodgson Woodruff School of Nursing at Emory University in Atlanta.

She is a historian, not a nurse, and loves working with nurses as colleagues and students.

Kylie teaches history, ethics and social justice to nurses, and undertakes research on the history of psychiatry. She tweets from @drkyliesmith. Her ORCID is 0000-0002-9249-0355. 

 

Photo by Keagan Henman | unsplash.com

In academia, people tell you all the time to just go ahead and ask for what you need. ‘What harm can it do?’, they ask. Or, being a woman, they say, “Think what a man would do and do that”, as though it’s literally that easy.

Of course, it should be that easy, but we all know that it’s not.

It’s well understood that women are socialised to undervalue our authority, to put other people’s needs ahead of our own, to think we are not worth what we are actually worth, to not want to be a bother, a burden, or to annoy people by asking. And we all know we should just be our feminist hero selves and get over it, as studies repeatedly show how embedded sexism is in the academy. Sometimes, though, there’s more going on than just gender socialisation.

A recent experience of mine demonstrated how many layers there are to a simple ‘ask for what you need’ instance, and how much more there is to overcome than what society has already told you. For me, I realised how much my own emotional baggage shaped my fears, and how very realistic fears generated by the deliberate precarity of the academic workplace make it genuinely hard to ask for what we need. Read more of this post

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The bestest of plans

4 February 2020 by 2 Comments

Photo by Pawel Czerwinski | unsplash.com

Welcome to 2020! I hope you managed a break of some form because we know that rest and recuperation matter. For me, it was good to kick back and disconnect from the work-a-day load and anxieties, and focus on recharging in my own way – here’s how I went.

Seeing the year out in 2019 with a few scholarly ‘presents’ from Twitter colleagues was lovely. If you missed them, here are two to check out: Bronwyn Eager’s Academic Paper Tracker and Pat Thomson’s Checklist for revising methods chapters.

Every year, many people make resolutions and commit to habits that they hope will make them happier, more productive, healthier, and/or a combination of these.

Miraculously, some of these survive more than a few weeks. Most, however, do not. Read more of this post

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Recharging the Research Whisperer way

10 December 2019 by 4 Comments

Photo by Andrew Benz | unsplash.com

It seems we’ve come to the end of the year, even though we feel like it’s barely been 2019! Could it be that time flew because we were having fun? Or was it because we were in a year-long frenzy of doing All the Things, and we’ve not had the chance to look up?

We think it’s probably a bit of both. We thought we’d do our good buddy Narelle Lemon proud and devote our reflections for this end-of-year post to how we are planning to cut loose from the work and renew our energy over the holiday break.

In Australia, universities have a set shut-down period (usually about a week or so, depending on when public holidays fall), and many staff take recreation leave to extend their time away.

Some academics don’t set foot on campus again till well into the next year; a lot of them are feverishly working on major grants and research writing throughout this time. Some colleagues have the bare minimum of a holiday and are back into teaching ASAP (whether it’s picking up summer school duties or international intensives). Some scholars have no academic work until the next semester – and no wage.

We are both in continuing jobs, and have the privilege of annual leave. Here’s what we’re aiming for. Read more of this post

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Once more unto the breach

3 December 2019 by 1 Comment

Image from pasukaru76 on Flickr | Public Domain

Image from pasukaru76 on Flickr | Public Domain

I am a researcher developer in an academic role.

In my field in Australia, this situation of being an academic appointment in a research education/development role is not that common. In my unit, all four of the research educators are academic appointments and we are all active researchers. This is rare.

Many research education and development units are staffed with professional roles, often with academic collaboration and input. It is a field where staff come from a very diverse range of disciplines, and often show up conceiving of it as an “accidental career pathway”. I first realised how prevalent this feeling was when reading my colleague Jeanette Fyffe’s 2018 paper on becoming an academic developer (yes, I’m pushing academic developer and researcher developer into the same bucket and I realise I may well be cursed for life…). Many who are in the researcher development field are PhD-qualified. For some professional staff in these roles, the researcher identity is one that becomes increasingly a remembered or historical one. For academic staff in these roles, the researcher identity is ongoing and always freshly fraught.

This post isn’t to set one against the other as superior (however and whichever way you may think they might be superior), but to talk about how it feels right now to be an academic in a researcher development role. I’m discussing this with the background of having been consecutively in roles there were research-only >>professional >>teaching/research.

Being an academic in researcher development feels like I sit partway between a more standard discipline academic role and a professional one. Across all the jobs I’m talking about for this post, I have stayed in the university sector but felt the pressures around it in differentiated ways. Read more of this post

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How to write a successful ethics application

29 October 2019 by 2 Comments

Dr Kathryn Snow is an epidemiologist whose work focuses on vulnerable populations.

She has a particular interest in tuberculosis, viral hepatitis, adolescent health, and the health of people in criminal justice settings.

Kat advises colleagues from diverse backgrounds on research ethics, study design, and data analysis.

She tweets from @epi_punk.

Photo from Bernard Hermant | unsplash.com

Photo from Bernard Hermant | unsplash.com

The word “ethics” strikes fear into the hearts of most early career researchers.

Some of the reasons are beyond our control, but there’s actually a lot we can do to make our own experiences of the ethics approval process less painful.

I’m writing this from two perspectives: as an early career researcher (I finished my PhD in 2019), and as a committee member (I’ve sat on an ethics advisory group since the start of my PhD in 2014).

The job of ethics committees is to identify the possible risks in a project, and then assess whether the research team:

  1. are aware of the risks.
  2. are taking appropriate steps to minimise them.
  3. have a plan to handle anything that does go wrong.

To do this, ethics committees need information. If you want your ethics application to get through the process as quickly as possible, you need to give the committee enough detail so that they understand your project and how you are managing any risks.

Getting your application as right as possible the first time makes the whole process go more quickly. If you don’t provide enough information, the committee will come back with questions. You may need to resubmit your application to the next meeting, which could be a month or two away.

Spending more time on your application for the first meeting can save you months later on! Read more of this post

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Research as a game of empire

22 October 2019 by Leave a comment

Dr Luca Morini is a Research Fellow at the Centre for Global Learning Education and Attainment of Coventry University.

He holds a Master’s Degree in Psychology and a Doctorate in Education and Communication, obtained researching into the social, cultural and pedagogical dynamics which occur in Do-It-Yourself amateur game design communities. A bit like punk rock, but geekier.

His current areas of interest intercultural education, critical pedagogy, systems thinking and the globalisation of higher education (HE).

Luca tweets from @LucaMorini11.

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

First of all, an introductory note: to propose a one-size-fits-all definition of colonialism would be itself quite a colonial approach, and I would instead prefer to point you at this extensive reading list.

For the purpose of this article, it will suffice to say that colonialism is about the oppressive domination of lands and people as much as it is about those people’s alienation from selves, identities, historical heritages and ways of knowing, to paraphrase Ngũgĩ wa Thiong’o. Decolonisation is therefore an effort towards deconstructing structures of oppression as much as it is about making visible the deep histories of identities, cultures, knowledge and institutions (which in turn makes accusations of “tearing down history” either misinformed or disingenuous).

If you would prefer to explore this field of work with a specific focus on the University, pick up “Decolonising the University”, edited by Gurminder Bhambra, Kerem Nişancıoğlu and Dalia Gebrial.

My contribution is nothing more than an attempt to open those conversation to researchers in general.

Second, a necessary disclaimer: I am yet another white, European, cisgender, heterosexual, able-bodied, decently salaried guy. While I undeniably benefit from past and present forms of colonialism, I also think that they immeasurably impoverish all of us. Indeed, they impoverish the whole world, simply by “ruling out” alternative ways of existing. While this is true in all fields, my experience most closely pertains to the field of Higher Education and Research (and, more specifically, Research on Higher Education), which is particularly dangerous due its positioning as a key engine of social replication and production.

It’s a colonially structured research community, and research assessment and funding criteria can’t help but perpetuate colonial patterns of inequality.

While I have previously discussed the impact of competitive dynamics on staff wellbeing, this post focuses on competition in research and, in particular, its colonial dimension. Again, my argument will echo the language of game design, one that is both accessible and, for historical reasons, replete with colonial metaphors. This approach seems even more fitting when discussing research, with all its pervasive scores, rules and rankings, or as I have started to call them the ‘Three Colonial Rulings’. Read more of this post

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