Academic taboos #3: what cannot be written

Posted by Helen Kara

An earlier version of this article first appeared in Funding Insight in summer 2017; this updated version is reproduced with kind permission of Research Professional. For more articles like this, visit www.researchprofessional.com.

what can't be written Academic writing has powerful conventions that lecturers, doctoral supervisors, and published academics work to uphold. Proper academic writing should be correct in every detail of grammar, punctuation, spelling and structure. It should use the third person, for neutrality, and to remove any sign of personal bias. The author should be as specific and precise as possible, and careful not to over-claim.

All this leads to some interesting linguistic contortions. ‘Two categories were studied to assess… the results highlight… the article will show…’ These kinds of constructions are commonplace in academic writing like nowhere else. Nothing is studied in a vacuum, and it is not ‘results’ that highlight or an ‘article’ that will show. Research is carried out by human beings, who decide what will be highlighted or shown in the reports of their research. Whose interests does it serve to conceal these truths?

In some disciplines, it is becoming more acceptable to acknowledge the researcher’s and authors’ roles in writing; to use the first person, and to accept the inevitability of bias while looking for ways to reduce it as far as possible. Yet moving away from attempted precision and correct use of English is still taboo. This causes problems, for example when the author needs to represent spoken English, such as in quotes from participants. Academics, research participants, and readers disagree about whether quotes should be rendered exactly, with their ‘incorrect’ grammar, or tidied up. If quotes are collected online, entering them into a search engine can identify participants. Quotes including swear words may alienate some readers. Exact quotes rendered in writing, with all their ‘ums’ and ‘ers’ and half-formed sentences, can make participants seem uneducated or unintelligent. Generally, academia prefers sanitised quotes. However, this can be viewed as an abuse of authorial power, as it removes authenticity from participants’ words.

In fact academic writing conventions are all about power. The apparently laudable aims of precise, unbiased writing conceal the power dynamics at play. Academic writing conventions – themselves allegedly neutral – in fact operate to exclude those who cannot or will not abide by them.

The good news is that there is now a tiny but growing movement to break down these conventions, led by some brave doctoral students, supervisors, and universities. For example:

Nick Sousanis, now Assistant Professor at San Francisco State University in the US, presented his doctoral dissertation as a graphic novel at Columbia University in 2014. The following year it was published by Harvard University Press, entitled Unflattening.
Patrick Stewart, a First Nation architect in Canada, successfully defended his doctoral dissertation at the University of British Columbia in 2015. Entitled Indigenous Architecture through Indigenous Knowledge, it has almost no capital letters or punctuation, as a form of resistance to the unthinking acceptance of English academic writing conventions.
Piper Harron is an assistant professor of mathematics at the University of Hawai’i in Manoa. She was awarded her PhD from Princeton University in the US in 2016. Her dissertation included in each chapter a section for ‘the layperson’, another for ‘the initiated’, and a third for ‘the mathematician’, as well as a whole lot of jokes.
Ashleigh Watson, a doctoral candidate at Griffith University in Queensland, Australia, founded So Fi, a sociological zine publishing creative sociological writing including fiction and poetry, in 2017.

Academia needs to take these kinds of alternative formats seriously. They enable more voices to be heard, more fully, than the conventional style of writing. Some universities have developed helpful alternative format policies to support this movement, such as this one from the University of Exeter in the UK. Implementing these kinds of policies will enrich academia.

Academic taboos #2: what cannot be paid for

Posted by Helen Kara

what can't be paid for The external examiner for my viva was not the person I wanted, who was seminal in my field, but someone more peripheral to my topic but who owed my supervisor a favour. For that reason alone, she thought he would agree to examine my thesis – and he did. Alongside core work for their own institutions, academics give guest lectures, seminars, and keynote speeches at other universities, act as external examiners for vivas and courses, review journal articles and write testimonials for books. No money changes hands (apart from perhaps travel expenses, or sometimes a small honorarium) and nor does it need to, because everyone involved is drawing an academic salary.

Favours are the currency of academia. However, an increasing number of people who do scholarly work are not drawing salaries. Some, like me, are independent researchers or scholars. Others are early or mid-career academics who find themselves without a contract. Others still are ‘stakeholders’ or ‘the public’.

A combination of the increasing casualisation of academia, the increasing accessibility of academic work through open access publishing, and the public engagement agenda, is creating an environment where institutional boundaries are more and more permeable. This is creating a problem. Salaried academics are expecting non-salaried people contributing to scholarly work to be content with the academic currency of favours. However, non-salaried people tend to prefer the real-world currency of money, as it’s much more use when you need to eat and pay bills.

This isn’t so much the elephant in the room as the blue whale in the bath. An article was published last year on the LSE Impact Blog, by three academics from the University of Exeter, encouraging the involvement of ‘non-academic partners at all relevant stages of the research process’. They argue for ‘a more collaborative approach to research’ in which ‘partners and publics’ will ‘contribute to the value of academic research’. They assert that ‘genuine partnership relies on respect and will produce mutual benefit’ without saying anything about what that mutual benefit might look like or how they propose to ensure the benefit is truly mutual. And nowhere, in the entire article, do they mention money. The journal article on which the blog post is based, which is entitled ‘The value of experts, the importance of partners, and the worth of the people in between’ also makes no mention of any of their financial value or worth.

In the Western world, a university education costs tens of thousands and senior university staff earn hundreds of thousands. Universities are wealthy organisations; most make annual surpluses in the millions. In my view, as someone external to academia who contributes to the value of academic research, genuine partnership relies on adequate sharing of resources. Refusal to pay a sensible market rate to non-salaried collaborators for their skills and input is, quite simply, exploitation.

Academics need to be clear about the employment status of those they wish to work with, and understand who they can and can’t ask for favours. I have been an independent researcher for almost 20 years, an independent scholar for eight years, and continually vocal about my needs as a self-employed person. Yet I still get requests from salaried academics to teach, examine, or speak, for expenses only, or for a derisory sum that equates to less than minimum wage. It is very boring having to keep banging on about money, especially when people’s enthusiasm for your involvement dwindles rapidly as soon as you mention a fee. When a university’s water pipes leak, everyone understands that a plumber will have to be paid. In exactly the same way, academics need to understand that when they want to engage a self-employed researcher or scholar, or involve a member of the public, that person must be paid a market rate for their work.

Academic taboos #1: what cannot be said

Posted by Helen Kara

what can't be said Academia is a community with conventions, customs, and no-go areas. These vary, to some extent, between disciplines. For example, in most STEM subjects it is taboo for research authors to refer to themselves in writing in the first person. This leads to some astonishing linguistic contortions. Conversely, in arts disciplines, and increasingly in the humanities and social sciences, it is permissible to use more natural language.

It seems, though, that some conventions exist across all disciplines. For example, conference “provocations” are rarely provocative, though they may stretch the discussion’s comfort zone by a millimetre or two. Then conference “questions” are rarely questions that will draw more interesting and useful material from the speaker. Instead, they are taken as opportunities for academic grandstanding. Someone will seize the floor, and spend as long as they can get away with, effectively saying: “Look at me, aren’t I clever?” I have found, through personal experiment, that asking an actual question at a conference can cause consternation. I confess it amuses me to do this.

Perhaps the most interesting conventions are those around what cannot be said. Rosalind Gill, Professor of Cultural and Social Analysis at City University of London, UK, has noted the taboo around admitting how difficult, even impossible, it can be to cope with the pressures of life as an academic (2010:229). The airy tone when a colleague is heard to say: “I’m so shattered. The jobs on my to-do list seem to be multiplying. Haha, you know how it is.” Such statements can be a smokescreen for serious mental health problems.

A journal article published in 2017 by the theoretical physicist Oliver Rosten made a heartfelt statement about this in its acknowledgements, dedicating the article to the memory of a late colleague, and referring to “the psychological brutality of the post-doctoral system”. Several journals accepted the article for its scientific quality but refused to publish the acknowledgements in full; it took Rosten years to find a journal that would publish what he wrote. He has left academia and now works as a Senior Software Developer at Future Facilities Ltd in Brighton, UK.

Another thing that cannot be said, identified by Tseen Khoo, a Lecturer in Research Education and Development at La Trobe University, Melbourne, Australia, is that some academic research doesn’t need funding, it just needs time. This is anathema because everyone accepts that external funding makes the academic world go round. But what if it didn’t? What if student fees, other income (e.g. from hiring out university premises in the holidays), and careful stewardship was enough? What if all the time academics spent on funding applications, and making their research fit funders’ priorities, was actually spent on independent scholarship? It seems this is not only unsayable but also unthinkable. One of Khoo’s interlocutors described this as “a failure of the imagination”.

Another unspeakable truth I’m aware of is for someone to say that the system of research ethics governance is itself unethical. Ethics governance is something to comply with, not to question. That has led us to the situation where most research training contains little or no time spent on research ethics itself. Instead, young researchers learn that working ethically equates to filling in an audit form about participant welfare and data storage. They don’t receive the detailed reflective instruction necessary to equip them to manage the manifold ethical difficulties any researcher will encounter in the field.

I wonder what role the lack of research ethics education plays in the increasing number of journal articles that are retracted each year? I would argue that we need to separate ethical audit from ethical research, because they have different aims. The former exists to protect institutions, the latter to promote the quality of research and ensure the well-being of all concerned.

These areas of silence are particularly interesting given that academia exists to enable and develop conversations. However, I think that as well as acknowledging what academia enables, we also need to take a long hard look at what academia silences.

The Undisciplined Interdisciplinary Researcher

Posted by Helen Kara

undisciplined Last week there was an interesting conference called Undisciplining that I enjoyed following on social media. The conference subtitle was ‘Conversations From The Edges’ and its stated aim included ‘to foster collaborations and dialogues across disciplines and beyond academia’. There was live blogging, a workshop on making sociological board games, a feminist walk, and all manner of other creative ways to promote reflection and discussion at the conference and elsewhere. But although it talked about working across disciplines and beyond academia, the stated purpose of that was ‘to shape the nature and scope of the sociological’.

From what I read about this conference, its participants were keen to consider how sociology might be changed, extended, morphed into anything at all that could be useful in some way – but would still, in the end, be sociology. As the conference was sponsored by The Sociological Review this is perhaps unsurprising. Yet, despite its aspirations to interdisciplinarity – ‘undisciplining’ – it seemed like a disciplinary conference.

While I was pondering on this, my attention was drawn to a blog post by Ayona Datta about why she supports early career researchers. This sentence resonated with me: “Despite the rhetoric of interdisciplinarity, there are very few institutional and intellectual spaces that actually support interdisciplinary work.”

My first degree was a BSc in social psychology at the London School of Economics. In the early 1980s, few psychologists were experimenting with qualitative research, so my degree was entirely quantitative. What I learned in my first degree influences me today, yet I’m neither a psychologist nor a quantitative researcher. I studied social research methods for my masters’ degree which was mostly taught by sociologists and anthropologists. My PhD was cross-disciplinary, with one supervisor from social policy and the other from the business school. Today, I think I am a researcher without a discipline. Perhaps I am an undisciplined researcher.

But research is a topic, not a discipline. So does this mean my work is interdisciplinary? I think it does, for two main reasons. First, my main topics of interest, i.e. research methods and ethics, are interdisciplinary. A geographer might invent a new method, which is then adapted by an anthropologist, reshaped by a poet and used by a lawyer. Research ethics don’t vary much across disciplines either. Second, I read across disciplines, like a magpie, searching by topic, picking out the texts that look shiny and passing over the dull ones. I don’t have a disciplinary imperative to keep up with this journal or that blog. I began to read like this as an undergraduate, pre-internet, finding that tracking trails of interest through bibliographies in the library was far more interesting than trudging through the prescribed reading list (though sadly it was less use when it came to writing assignments).

I’m not anti-disciplines, though, as such. I think perhaps there is merit in learning and thinking within particular fields for some purposes. But I am anti-disciplines when they constrain thought and action. To help avoid this, I think discipline-based researchers and scholars should make regular visits to other disciplines, such as through reading, collaborating, or attending conferences. During my undergraduate degree, every student was expected to take a module outside their core subject. I learned a lot from studying anthropology, sociology, and literature, which enhanced my learning of psychology. (I was amused to find that this approach has been introduced as an ‘innovation’ by another London HE setting recently. My cackling splutter of “LSE did that in the early 80s” received a frosty reception.)

Academics often tell me they can’t work in this kind of way because of constraints which, to be fair, often seem more institutional than disciplinary. So is the problem here that disciplines serve the needs of the institution? Was the Sociological Review able to sponsor a conference more radical than some because it is a publication, not an institution? Is it, as many have suggested and I myself suspect, because I work outside an institution that I can do truly interdisciplinary work?

Being a researcher, I generally have more questions than answers. I wonder, though, whether interdisciplinary work holds dangers for those in power. I wonder whether this is why independent researchers are not able to write for The Conversation or apply for funding from research councils. I suspect my forthcoming book, Research Ethics in the Real World, which certainly is interdisciplinary, is going to annoy some people. More than one academic has told me they wouldn’t have been able to write it from within academia.

I would have loved to go to the Undisciplining conference, but I couldn’t afford the cost plus the unpaid time to attend, so I’m glad they did so much on social media. I will try to do my part on that front at the Research Methods Festival in Bath next week. That’s a truly interdisciplinary conference, with geographers, philosophers, sociologists, criminologists, health researchers, artists, economists, and many others too. I’m running a workshop on writing creatively in academia, which means I get a sizeable discount plus my travel paid, which means I can attend the rest of the conference. I can’t wait!

How To Deal With Reviewers’ Comments

Posted by Helen Kara

editing text Your first set of reviewers’ comments lands in your inbox. Your heart begins to race. Will your work be accepted or rejected? Will they love it or hate it? Can you bear to open the email?

These may be reviews for a journal article, book proposal, or book typescript. In each case the process is the same. First you need to read the comments and give yourself time to react. Whether it’s the exultation of an acceptance, the despair of a rejection, or the mixed feelings that come with requests for revisions, you need time to process your emotional response before you do anything else. Whoop, cry, eat chocolate, do whatever you need to do.

Because of negativity bias, negative comments – even when constructively phrased – have more impact on most people than positive comments. We need to work to counteract this bias. So, unless you’ve received very favourable comments and you want to revel in their glory, I recommend waiting at least 24 hours before you read the comments again. This can help you to take a more balanced view, which is useful because if it’s a rejection or revisions, you’ll need to see how your work can benefit from the reviewers’ input before you send it off again. This can be quite a challenge, especially if the reviewers have different views of your work and how it can be improved. Your journal or commissioning editor may offer some guidance and if so you should take that into account. But sometimes they leave it all to you.

My solution to this is to treat the reviewers’ comments as data and go into analysis mode. I create a table with one column for the comments and another for each reviewer. Then I enter each substantive comment into the first column and put a mark in the other columns for each reviewer who has made a similar point. This helps me to pick up the instances where reviewers are effectively saying the same thing, though perhaps in very different ways. It also helps me to see at a glance which comments have been made by all or some reviewers, and which only by one of the reviewers.

I have said before on this blog that reviewers’ comments come in three categories: the no-brainer (act on this), the no-thanks (don’t act on this), and the oh-wait (probably act on this, though not necessarily in the way the reviewer suggests). So my next job is to sort comments into these categories.

If a comment has been made by more than one reviewer I will take it more seriously. That doesn’t mean I’ll definitely implement it, but I am more likely to do so. If a comment has been made by all reviewers I would need a very, very good reason not to implement it. If a comment has only been made by one reviewer, that in itself might be one reason I could decide not to implement it, though I would also expect to give at least one other reason.

Once I have sorted the comments into their categories, I will list them by category in the first column of another table with two further columns: a brief note of what I plan to do in response to each of the no-brainers and the oh-waits, and a brief note of what I plan to write in the cover letter against each comment from all three categories. This is useful because I can dip into it when I have a spare half-hour or so, and find a job or two to do to get me closer to the finish line.

It is important to be polite in your response to reviewers’ comments, even if you think they’re the biggest load of old rubbish you’ve seen since your last visit to the municipal tip. Some reviewers’ suggestions seem to be based more on what they would have written than on what you actually have written and this can be quite annoying at times. When you come across a suggestion you really don’t want to implement, there are some tactful ways to say so, such as:

“This is an excellent suggestion though unfortunately beyond the scope of this particular project.”

“I can see how this suggestion would improve my work but sadly I am unable to incorporate it within the allocated word count.”

“This is a really interesting idea. I have considered it carefully and concluded that it doesn’t quite fit with the thrust of my current article/book, but it will influence my thinking for future projects.”

Remember you are the author and, as such, you have authority. While authors do need reviewers’ input (at least, when it’s constructive), and your work should benefit from intelligent use of their feedback, you don’t have to do everything a reviewer says. Also, a rejection is only a rejection from this journal or publisher. It doesn’t mean your work is worthless; sometimes it’s only because they already have plans to publish something that is similar in some way. This post should help you make the best use you can of reviewers’ comments. That will produce the greatest benefit to your work and career, and is also a way to respect and honour the time and care (most) people put into writing reviews.

I Finished The Book!

Posted by Helen Kara

Research ethics in the real world [FC] For the last three-and-a-quarter years I have been writing a book on research ethics. It has been like doing another PhD, only with reviewers instead of supervisors. Four sets of reviewers: two sets of proposal reviews and two sets of typescript reviews. I have to thank my lovely publisher, Policy Press (part of Bristol University Press), for giving me so much support to get this book right.

This has been the hardest book I’ve written and I hope never to write another as difficult. On the plus side, I’m happy with the result. It is different from other books on research ethics in three main ways. First, it doesn’t treat research ethics as though they exist in isolation. I look at the relationships between research ethics and individual, social, institutional, professional, and political ethics, and how those relationships play out in practice in the work of research ethics committees and in evaluation research. That makes up part 1 of the book.

Second, it demonstrates the need for ethical thinking and action throughout the research process. In part 2 there is a chapter covering the ethical aspects of each stage of the research process, from planning a research project through to aftercare. There is also a chapter on researcher well-being.

Third, the book sets the Indigenous and Euro-Western research paradigms side by side. This is not to try to decide which is ‘better’, but is intended to increase researchers’ ethical options and vocabularies. I am writing primarily for Euro-Western readers, though the book may be of use to some Indigenous researchers. There is a sizeable and growing body of literature on Indigenous research and ethics, including books, journals, and journal articles. Using this literature requires care – as indeed using all literature requires care (see chapter 7 of my forthcoming book for more on that). But Indigenous literature, as with other literatures by marginalised peoples, requires particular care to avoid tokenism or appropriation.

Many Euro-Western researchers are completely ignorant of Indigenous research. Some know of it but are under the misapprehension that it is an offshoot of Euro-Western research. In fact it is a separate paradigm that stands alone and predates Euro-Western research by tens of thousands of years. Some Indigenous researchers and scholars are now calling for Euro-Western academics to recognise this and use Indigenous work alongside their own. My book is, in part, a response to these calls.

It was so, so hard to cram all of that into 75,000 words – and that includes the bibliography which, as you can imagine, is extensive. There was so much to read that I was still reading, and incorporating, new material on the morning of the day I finished the book. I’ve found more work, since, that I’d love to include – but I had to stop somewhere.

I awaited my final review with great trepidation, aware of the possibility that the reviewer might loathe my book – some previous reviewers had – and that that could put an end to my hopes of publication. Was I looking at three-and-a-quarter years of wasted work? I was so relieved when my editor emailed to say the review was positive. Then the reviewer’s comments blew me away. Here’s one of my favourite parts: “In my view the author through excellent writing skills has covered very dense material (a ton of content) in a very accessible way.”

I was even more delighted because this review came from an Indigenous researcher. She waived anonymity, so I have been able to credit and thank her in the book. I will not name her here, as I do not have her permission to do so; you’ll have to read the book if you want to find out.

Finishing a book feels great, and also weird. It’s like losing a part of your identity, particularly with a book you’ve lived with for so long. Though there’s still lots of work to do: I have to write the companion website, give input on the book’s design, read the proofs, start marketing… publication is due on 1 November, which feels a long way off but I know how quickly five months can pass.

I think this book will be controversial. A senior and very knowledgeable academic told me that one reason I could write such a book is because I’m not in academia. I’m glad if I can use my independence to say things others cannot say – as long as I’m saying useful things, at least.

More than anything else, I hope the book helps to make a difference. In particular, I would like to make a difference to the current system of ethical regulation which is too focused on institutional protection and insufficiently focused on ethical research. It is also terrible at recognising and valuing the work of Indigenous research and of Euro-Western community-based or participatory research. When I was preparing to write the book, I interviewed 18 people around the world and promised them anonymity. Some were research ethics committee members and others had sought formal approval from ethics committees (or institutional review boards in the US). I heard tales of people completing ethical approval forms with information that committees wanted to see rather than with actual facts; people teaching students how to get through the ethical approval system instead of teaching them how to conduct ethical research; people acting ethically yet in complete contravention of their committee’s instructions; people struggling to balance ethical research with Indigenous communities with the inflexible conditions set by ethics committees. Although many of the people who serve on ethics committees are highly ethical, the system within which they are forced to work often prevents them from acting in entirely ethical ways. It seems to me that this system is not currently fit for purpose, and there are many other people who think the same. I hope the evidence I have gathered and presented will help to create much-needed change.

As an independent researcher, I am self-employed. This means I do all my writing in my own time; I don’t have a salary to support my work. Do you like what I do on this blog, or in my books, or anywhere else, enough that you might buy me a coffee now and again if we were co-located? If so, please consider supporting my independent work through Patreon for as little as one dollar per month. In exchange you’ll get exclusive previews of, and insights into, my work. Thank you.

Independent Research and Creative Methods

Posted by Helen Kara

This week’s blog is a video. It’s a keynote I gave last month at a doctoral conference at the University of Birmingham. The conference organisers asked me to cover three topics: my career as an independent researcher, creative research methods in practice, and advice for anyone considering becoming an independent researcher.

The video was created and published by the Contemporary Philosophy of Technology research group at the University of Birmingham. You might want to get a cuppa… Enjoy!

How Open Is Open Access?

Posted by Helen Kara

This article first appeared in Funding Insight on 18 January 2018 and is reproduced with kind permission of Research Professional. For more articles like this, visit www.researchprofessional.com.

partly open door Those outside the UK probably won’t be aware of Jisc. The non-profit organisation’s role is to provide technological solutions to academic problems, including researching and developing new ways of working supported by technology. (Full disclosure: they are also one of my clients.) Jisc is publicly funded by UK taxpayers’ money and member subscriptions. Its members are from the UK, and its objectives are designed to create benefit for the staff and students of adult education institutions in the UK.

But its strategy includes a stated intention of ‘growing our offering internationally to further benefit our members’.

Jisc is also very keen on open sharing of information and resources. It advocates open access to research publications, which its says means making them ‘freely available so anyone can benefit from reading and using research’. It promotes the sharing of research data, and the use of non-restrictive Creative Commons licensing to enable re-use of resources. Jisc identifies various potential benefits of this, one of which is that ‘researchers in developing countries can see your work’.

So far, so many good intentions. I’m sure most of my Euro-Western colleagues will be nodding their heads and thinking yes, marvellous, jolly well done Jisc. And indeed I am not writing this post to criticise those at Jisc, who are doing their best to be good guys, and who after all exist in the UK for the benefit of their UK members. My point here is to critique our more general Euro-Western academic mindset, which Jisc’s example illustrates.

You see, until very recently, I would have been one of those people nodding along, with a satisfied expression, thinking “oh Jisc you are doing well”. But my eyes have been opened by a recent blog post written by Andy Nobes of international development charity INASP, featuring the work of Florence Piron from Université Laval in Québec and her colleagues from around the world. Piron and her colleagues have written – in French – some publications that offer new perspectives and ideas to Euro-Western advocates of open access. In particular, they challenge the idea that Euro-Western researchers simply making their work visible to ‘researchers in developing countries’, as Jisc suggests, equates to open access. By contrast, they see it as an extension of colonialism and an ‘alienation epistemic’. This is because it does nothing to make knowledge generated in other parts of the world equally visible to researchers in Euro-Western countries. In turn, that serves to reinforce the use of Euro-Western theories and models as normative, which is to the detriment of local epistemologies in other parts of the world (Piron et al 2017).

We don’t think of these things, do we, us Euro-Western researchers? We’re too confident that we’re doing OK as long as we’re making some kind of gesture towards those with fewer privileges.

Piron and her colleagues point out that many Euro-Western academics are unable even to think that ‘valid and relevant knowledge’ could exist in other places and other ways; they can be ‘blind to epistemological diversity’ and regard Western science as universal (ibid). Even those Euro-Western academics who do respect other forms of knowledge are unlikely to engage in truly reciprocal knowledge exchanges. Collaborative projects often involve Euro-Western academics acting as principal investigators while researchers from other parts of the world are restricted to data-gathering and administrative work (Sherwood 2013, Yantio 2013).

In some Euro-Western academic circles there are moves afoot to ‘decolonise the curriculum’. But this is not only needed in Euro-Western establishments. Some teachers in other parts of the world also choose exclusively Euro-Western literature and examples for their students (Mboa Nkoudou 2016). This is a direct real-world consequence of the pervasive Euro-Western conviction that any other way of thinking must be inferior to our own. It makes life harder – not easier – for people in other parts of the world to solve their own local problems in appropriate and sustainable ways (ibid).

Truly open access will involve a two-way exchange of – and respect for – knowledge and the epistemological positions on which it is based. Obviously this is beyond the power of a single organisation, such as Jisc, or a single individual, such as you or I. However, all Euro-Western researchers, and those who work with them, need to be aware of the difference between open access as we tend to purvey it, and genuinely open access. Only with such awareness will we find ways to move from our one-way, take-it-or-leave-it approach to a true openness and sharing with other academics around the world.

Thoughts On Writing Book Chapters

Posted by Helen Kara

Sage handbook of QRE I have written two chapters for edited collections, both on qualitative research ethics. The first was for a book called Qualitative Ethics in Practice, edited by Martin Tolich and published in 2016 by the late lamented Left Coast Press. I said ‘yes’ to that one straight away because it was the first time I’d been asked. Writing the chapter was an interesting and enjoyable exercise but economically pointless. I got a free copy of the book, but I could have bought the paperback for £24.99 from Amazon or, no doubt, for less elsewhere. (I recommend using the book price comparison site Bookbutler, though it doesn’t index all sellers; I don’t see Wordery on that site, and Wordery often have good discounts as well as free shipping worldwide. eBay is also worth checking for discounted new copies; as an author myself I am not advocating buying secondhand books). Given that the chapter took me at least a week to write and edit, an affordable paperback is poor recompense. Also, book chapters don’t carry the academic kudos of journal articles, so they don’t do much for my reputation with universities.

When I was a doctoral student, I loved a good edited collection for offering a range of viewpoints and arguments within a single book. As a reader, I still do, when it’s well done. That suggests I should contribute to such collections. Yet there is so little recompense.

I thought about this carefully. On the morning of 5 January 2016 I decided it wasn’t worth the effort, and made a belated New Year’s resolution that I wouldn’t write another book chapter. On the afternoon of 5 January 2016 I got an email from Ron Iphofen and Martin Tolich asking me to write another book chapter, for the Sage Handbook of Qualitative Research Ethics which they were beginning to co-edit. Ron and Martin are colleagues with whom I get on well, and that makes it harder to say ‘no’. I did say that I could not take on a chapter requiring primary research or any kind of extensive review of literature with which I wasn’t already familiar. (Well done, past Helen!) After some discussion we found an angle that worked, as it would cover an area where I already had some knowledge that I needed to develop, and it also suited the editors.

I got my copy of the book this week. It’s almost 600 pages, 35 chapters, and retails at £120 on Amazon. On one hand, that still represents woeful recompense for several days of work. On the other hand, £120 is way beyond my budget for buying any book, even one as extensive as this book. And I’m very glad to have a copy.

So I’m rethinking the whole book chapter thing again. Now I think I am more likely to say ‘yes’ if the book in question will be big and expensive and useful for my work. I also think I’ll keep to my decision not to write chapters that need primary research or extensive new reading. Some new reading is inevitable, and that’s OK, but essentially I’m only going to write chapters that I can actually write straight from my desk.

Another thing I have learned about writing book chapters is to ask the editors for the book proposal, so I can see where my chapter fits, and not duplicate work others may be doing in their chapters. It doesn’t seem to be common practice for editors to give the book proposal to potential contributors (I’m not basing this solely on my own experience, I’ve heard the same from other academic writers) though I expect some do. If you’re asked to write a book chapter and the editor doesn’t give you the book proposal, ask for it before you decide. It can give you a much clearer idea of what you’re contributing to.

As with all academic writing intended for publication, book chapters are likely to be peer reviewed individually, and the typescript of the whole book is also likely to be reviewed. (The proposal will have been reviewed, too, before being accepted by the publisher.) So be prepared for edits, proofs etc to come your way. You may also be asked to review a chapter by another author, as sometimes book editors and commissioning editors get around the difficulty in finding reviewers by having their chapter authors review other chapters. Overall, there will be more work than just the writing.

I’m currently reviewing the typescript of a book which is reminding me how much I like a good edited collection. The book’s theme is strong and consistent, and the variation in the chapters is fascinating, in terms of both their content and how authors are addressing the topic. This offers a particular type of richness that no single or co-authored book can achieve. So I’m content with my decision, now, not to say a blanket ‘yes’ or ‘no’ to requests for book chapters. I will say ‘yes’ to writing chapters that will benefit me in the process and the outcome, as well as benefiting editors, publishers, and readers.

Books on Academic Writing Productivity

Posted by Helen Kara

This is a review of six books that address productivity in academic writing (though some cover other topics too). They are listed in order of publication date. Page counts do not include prelims or appendices, indexes etc. All costs are recommended retail prices for paperback editions apart from Helen Sword’s book which is only available in hardback. Prices were taken from Wordery (who offer significant discounts on the prices shown here) apart from Jo Van Every’s book where the information was provided by the author.

The Clockwork Muse: A Practical Guide to Writing Theses, Dissertations, and Books. Eviatar Zerubavel, 1999, Harvard University Press. 98 pages. £15.95.

Zerubavel is a professor of sociology in America. This book is short, readable, and practical, with a decent index, and is lightly referenced using endnotes. It focuses on scheduling writing time, timetabling writing projects, and managing deadlines, both self-imposed and external. The voice is authoritative with touches of humour. Some points feel a little dated now: for example, Zerubavel advises the reader to check their electronic mail before they start to get it out of the way (p 19), but then the volume of email most people received in the late 1990s was very much less than it is today. But most of the advice given in this book is still sound, including the take-away message: that all progress is good, however slow or fast, and perseverance is key to making that progress.

How To Write A Lot: A Practical Guide to Productive Academic Writing. Paul Silvia, 2007, American Psychological Association. 132 pages. £15.95.

Silvia is a professor of psychology in America. He also focuses on scheduling, looking at goals, priorities, and ways to monitor progress, and again his book is lightly referenced. The voice is chatty, informal, often amusing, and the index is adequate. Silvia suggests setting up a writers’ support group as ‘a constructive source of social pressure’ (p 56). Only half of the book is focused on productivity, the other half addresses writing style and gives advice specific to writing academic journal articles and books. The short concluding chapter comes back to productivity and reminds the reader to set a schedule, get on with it, and keep making progress.

Writing in Social Spaces: A Social Processes Approach to Academic Writing. Rowena Murray, 2015, Routledge. 135 pages. £29.99.

Murray is a professor of education in Scotland, UK, and has written several books on academic writing. She also conducts formal funded research into academic writing practices and this book is based on the findings from several projects. Although only one chapter of her book addresses productivity directly, it is a central theme. Her argument is that writing has a social aspect and that this can be leveraged to enhance motivation and productivity through goal-setting and progress management. The voice is clear and well-informed. This is a thoughtful book with a lot of detailed information on how to put its advice into practice. Sadly, the index rather lets it down, with only 32 main headings for a 150-page book, and no entries even for key concepts used such as leadership or containment. Nevertheless, the book is well worth reading.

Becoming an Academic Writer: 50 Exercises for Paced, Productive, and Powerful Writing. Patricia Goodson, 2017, Sage (second edition – first edition 2011). 235 pages. £32.99.

Goodson is a professor of health education in America. She has developed the POWER model (Promoting Outstanding Writing for Excellence in Research) from a study of academic productivity research, psychology and neuroscience literature on talent and elite performance, and the writing theory of Peter Elbow (1998). Her argument is that academic writing improves with practice. Her first eight exercises focus on productivity, and (among other things) they cover the now familiar areas of scheduling writing time and monitoring progress. I don’t find exercises in books particularly useful, so I simply read the book and benefited from the information conveyed by the author. If you like doing exercises from books you’ll benefit even more. The voice Goodson uses is warm and encouraging, and the index is excellent.

Air & Light & Time & Space: How Successful Academics Write. Helen Sword, 2017, Harvard University Press. 206 pages. £17.95.

Sword is a professor of education in New Zealand. She is also a poet with a background in academic literature. Her book is based on a specific research project: she interviewed 100 academics around the world about their writing. From this research she developed the BASE model (Behavioural, Artisanal, Social and Emotional habits) which demonstrates the complexity of the writing process. Productivity is covered in the section on behavioural habits which is designed to help writers identify their own best time, place, rhythm and ritual for writing. As you would expect from a poet, the book is beautifully written, and it has a calm reflective voice. Sword has an almost encyclopaedic knowledge of relevant literature to draw on for the ‘read a book’ sections at the end of the chapters. Also, her book has a very good index.

Jo Van Every book Finding Time For Your Scholarly Writing: A Short Guide. Jo Van Every, 2018, self-published e-book. $3.75. (paperback coming soon)

Van Every is an academic career guide in England, UK. I am grateful to her for the review copy e-book that prompted this blog post. Her book is full of practical advice on how to identify and manage writing time, whether that time is measured in minutes, hours, or days. Van Every covers the topics of scheduling and goal setting that are common to many of these books and, as with them all, the book is well written in itself. Like Zerubavel and Silvia, it is lightly referenced. The book has a lovely consistent voice, like that of a friendly, supportive, knowledgeable auntie; someone who is on your side and has helpful advice to offer. Van Every includes information about other resources: books – including those by Helen Sword and Rowena Murray mentioned above – and online resources. There is no index in the e-book, but that doesn’t matter because you can search it electronically.

Each of these books is full of wisdom. Perhaps you may think you have learned all you need from this blog post: schedule time, set goals, monitor progress, persevere. At one level it is that simple. But if you’re looking for ways to increase your writing productivity, I’d recommend reading one or more of the books I have reviewed. I hope this post will enable you to choose the book or books that suit you best.