Posted on by Mathapelo Seopela · 2 Comments

THE NEOPHYTE VS THE ADEPT

University has been a place where we walk into great halls or auditoriums with anticipation of what the future holds! There we spend numerous hours, every day of the week, all in hopes of gathering sufficient information to make it through to the next semester! Every once in a while we have a brief dialogue with the lecturer, while only the bravest ever attempt to make a remark during a lecture or even oppose or have a conversation regarding a subject in a class! Fear of the loudmouth and know-it-all tagline, has kept many a student silent — and there is heavy cultural pressure to “respect your elders” by never questioning authority… But this can be detrimental to a student hoping to get into postgraduate studies, for a variety of reasons. The most critical of these being the ability to communicate and express an opinion. Having being in a “traditional” university style environment, I was in for a bit of “enlightenment” if you will, on this Fulbright endeavour!Mathapelo UMCES CBL

I find myself in a very different environment at the University of Maryland. The research laboratories of the university are collectively known as Centre of Environmental Science, all of which are completely detached from the main university. Here, the community is comprised, solely, of postgraduates and researchers, running various research projects. I’ve been used to boundaries between students and lecturers, so this collegial working environment was an adjustment, culturally and academically. Students didn’t even have to leave the centre for classes –  in fact, I was quite impressed that classes were offered via a video network. Even more-so, the small size of the class meant that it would be more interactive too. These “seminar” classes are held once a week for two hours, where we have discussions, with all the lecturers and classmates, about our thoughts on a paper we had to read up on in preparation for the class. The introverted aura I spoke of earlier will not do here as everyone’s perspective is considered important. In fact, part of your final “grade” is built on your vocal participation in class.

This was a bit challenging — even though we were warned at the orientation — that we must actively participate in classes right from the beginning to ensure that we understand, but also to pass the grade! Statistics, we were told, have apparently shown that those don’t do this at the inception of the graduate life, would be quiet the entire semester. Listening to these warnings and having gone through the experience of this newer academic culture, a new thought for African science emerges: Why are we building a culture of individuals who do not question, where an answer is either right or wrong? When do we get to a state where there is fluidity in teaching and learning, in both content and delivery? I know there are differences in teaching style between lectures on the same campus, between universities, and between disciplines. And large classes often discourage opinionated discussions. But there is a lot to learn in acknowledging that one is not always right, and being open to other opinions could be the beginning of education. For both students and lecturers.

Posted on by Itumeleng

Publish or impoverish: the new academic struggle

Staying motivated and focused in graduate school it is not an easy task, and in my recent blogs (here, here, and here) I shared tips and resources I use to survive graduate school. But, there is a far more powerful and enticing incentive to stay motivated-MONEY! It is of course welcomed in most scientific research (lab consumables, technical services, glassware…) and paying hard-working graduate students 😉 , but here I will discuss a more sinister and insidious aspect of money — when it is used to ‘motivate’ scientist to publish. I would like to preface this blog by stating that the thoughts and opinions expressed here are neither a condemnation nor an endorsement — that judgement I leave to you.

The route to academic success and tenure is paved with

 the blood, sweat, and tears of newly appointed faculty members. In most countries, a new assistant professor (the equivalent of a senior lecturer in South Africa) is hired on a probation basis and after a set time (5-7 years) there is an evaluation. Then, depending on certain factors (number of students, external funding acquired, collaborators, and published articles) a judgement would then be made to either terminate or give tenure to the

 person. This story focuses on the last issue — published articles. Now, all journals are not created equal and some have a higher impact factor(IF), and a publication in a high IF journals like such as: Nature, Science, Cell, and The Lancet usually guarantees tenure.

An article published in Science a few weeks ago sent shockwaves through the academic world when it revealed that most countries, notably China, Arab states, and South Africa where paying academics for publishing. However, this payment system opens a Pandora’s box- how much of the scientists’ publishing is fueled by greed and the need to enrich themselves? Will proper scientific conduct be upheld in order for academics to enrich themselves? How sustainable is this system in developing future scientists? Now, these questions are not without merit. In countries where this system has been put in place, there have been recorded occurrences of scientific misconduct (such as data manipulation, unethical experiments). No, I’m not saying that financial incentives always lead to misconduct, as unethical science occurs in “unpaid” systems too. But attaching a monetary value to an article certainly can nudge some to take that extra step towards cheating, if you were ever so inclined…payment

 

In South Africa, the rise up the academic ladder is contingent on multiple factors, publications being one of them. Primarily, most researchers in South Africa all seek the coveted NRF rating, and this has a great impact on the progress up the academic ladder. Your rating is strongly related to the number and quality of publications you’ve produced. Fair enough. But there is also a cash incentive system, which – in most cases – purely counts the number of publications (quality matters little).

A recent report highlighted that the ‘cash for publication’ system has led to increased research output at Stellenbosch University and North West University. Although both institutions state that it is “not all about money” they attribute the increased number of publications in international journals to the system. Of course, there are universities that do not provide these direct cash incentives (the University of Cape Town and the University of Witwatersrand, for example) and they have seen increases in research output, particularly publications in international journals. But the institutions that believe in the cash incentive system argue that it’s sometimes just the little shove that their academics and students need to take the extra step. After all, would you not be motivated to turn that minuscule little Honours thesis into a proper publication if it could get you some extra research money? Research (especially student-led research) may, therefore, become peer reviewed and published because of that extra financial lure.

For me, a report published by Prof. Catriona Macleod of Rhodes University (another university that does not offer these direct cash incentives) in South Africa perfectly echoes my sentiments on the matter. In it, she highlights three points of the incentive system that seem to be counterproductive, that is, 1) it leads to what she termed “salami-slicing” research, where instead of publishing a comprehensive paper there is an incentive to split that paper into several papers, 2) it discourages collaborations, as the money is shared equally between authors (more collaborators = less money), and 3) there is no distinction made between high IF journals and low IF journals. The tough call for many SA researchers is therefore that the cash incentive system works directly opposite to the prestige and career rewards associated with the NRF rating system (which focuses on quality, collaborations, and international recognition).

Admittedly, every researcher has their own motives for doing science and those would dictate their career trajectory. What keeps you motivated? What aspirations keep you in science?