May 6 2013

Some answers to the most common misconceptions about sharing research data

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There has been renewed enthusiasm in recent weeks for greater data-sharing practices in the social sciences, due in no small part to the Reinhart-Rogoff controversy. Here, data curation specialist Carly Strasser provides answers to some frequently asked questions from those still sceptical about the technical, practical, and theoretical barriers to data sharing.

If you are a fan of data sharing, open data, open science, and generally openness in research, you’ve heard them all: excuses for keeping data out of the public domain. If you are NOT a fan of openness, you should be. For both groups (the fans and the haters), I’ve decided to construct a “Frankenstein monster” blog post composed of other peoples’ suggestions for how to deal with the excuses.

I have drawn some comebacks from Christopher Gutteridge, University of Southampton, and Alexander Dutton, University of Oxford. They created an open google doc of excuses for closing off data and appropriate responses, and generously provided access to the document under a CC-BY license. I also reference the UK Data Archive‘s list of barriers and solutions to data sharing, available via the Digital Curation Centre‘s PDF, “Research Data Management for Librarians”.

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May 5 2013

Book Review: Big Data: A Revolution That Will Transform How We Live, Work and Think

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nic_tempiniIn Big Data: A Revolution That Will Transform How We Live, Work and Think, two of the world’s most-respected data experts reveal the reality of a big data world and outline clear and actionable steps that will equip the reader with the tools needed for this next phase of human evolution. Niccolo Tempini finds that rather than showing how the impact of data-driven innovations will advance the march of humankind, the authors merely present a thin collection of happy-ending business stories.

This was originally posted on LSE Review of Books.

Big Data: A Revolution That Will Transform How We Live, Work and Think. Kenneth Cukier and Viktor Mayer-Schonberger. Hodder. March 2013.

Find this book amazon-logo

My issue with Big Data is that it does not take big data seriously enough. Although the authors have pedigree (Editor at the Economist; Professor at Oxford) this is not an academic text: it belongs to that category of popular essays that attempt to stimulate debate. Anyone who works with data (e.g. technologists, scientists, politicians, consultants) or questions what will be borne from our age of data affluence may have expectations for this book - unfortunately it falls short on providing any real answer.

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May 3 2013

It is time to stand up for collective forms of higher education and contest the enclosure and commodification of the university

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Higher education is finding itself increasingly defined by modes of competition, marketisation and privatisation. Richard Hall disentangles the web of social relations in which the university exists and asks what alternatives to the neoliberal model are possible? He finds that academics may need to consider whether a more activist, public and social role is necessary in the face of the restructuring of universities as competing capitals. 

In a post from September 2011 on academic activism, boundary-less toil and exodus, I amend a quote from John Holloway to argue that “academics need to consider their participatory traditions and positions, and how they actively contribute to the dissolution of their expertise as a commodity, in order to support other socially-constructed forms of production”. The amended Holloway quote is as follows.

In reality, what the [University] does is limited and shaped by the fact that it exists as just one node in a web of social relations. Crucially, this web of social relations centres on the way in which work is organised. The fact that work is organised on a capitalist basis means that what the [University] does and can do is limited and shaped by the need to maintain the system of capitalist organisation of which it is a part. Concretely, this means that any [University] that takes significant action directed against the interests of capital will find that an economic crisis will result and that capital will flee from the [University] territory.

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May 2 2013

Academics often need to survey related disciplines – online databases and networks make this quicker and easier

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kerimReal expertise takes years of hard work, but identifying the key works and ideas that define a subfield can be done quickly if you know how to leverage online databases and networks. From targeted Google searches to useful overview texts, Kerim Friedman provides helpful suggestions for how to find the relevant information in under an hour.

As a professor of anthropology one frequently has to advise graduate students whose work is, in some key aspects, far removed from one’s own area of expertise. It makes sense that a graduate student interested in child labor in India would want to work with me. I’ve published on India and teach a course on economic anthropology, but that doesn’t mean I know very much about child labor issues in India. What I can do is steer that student in the right direction.

Multiply this by a number of related scenarios (e.g. book reviews, manuscript evaluations, discussing a conference paper, etc.) and you see why anthropologists frequently have to learn how to grok an entire subfield in under an hour. Yes, real expertise takes years of hard work, but identifying the key works and ideas that define a subfield can be done quickly if you know where to look. A good analogy might be the difference between having grown up in a city and knowing how to use a good travel guide with Google maps.

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May 1 2013

The impact imperative can be better understood through the opportunities and contraints of feminist scholarship

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Recognition that impact and the academic profession go hand-in-hand is welcome, argue Rosie Campbell and Sarah Childs, but this imperative is nothing new. Feminist scholars have been engaging in impact long before it became fashionable. The challenges and opportunities faced by feminist researchers may help to identify how to incorporate and institutionalise impactful practice.

Matthew Flinders and Peter John’s high-profile debate asks ‘how relevant is UK political science?’ The opposition between them is largely false; both agree that political science must be engaged in public life. Whether there was once a golden age of academic engagement or whether we are now at the high point, does not really matter. What matters more is that political scientists should be engaging with, and responsive to, public debate.

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Apr 30 2013

Four ways open access enhances academic freedom

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Curt Rice examines the tension between academic freedom and open access policies. Coercive requirements to publish in open access journals could restrict academic freedom and this must be monitored. But he finds that overall, open access policies strengthen academic freedom in many more ways, particularly through copyright, interference, citations, and archiving issues.

Are politicians stealing our academic freedom? Is their fetish with open access publishing leading to a “pay to say” system for the rich? Will the trendy goal of making publicly financed research freely available skew the world of scholarship even more in the direction of the natural sciences? I don’t think so. But it took me a while to get there.

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Apr 29 2013

Inequitable power dynamics of global knowledge production and exchange must be confronted head on

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The research environment in the global South faces many pressing challenges given resource inequality. Technical and financial issues aside, Laura Czerniewicz asserts it is the values and practices shaped by the Northern research agenda which contribute just as much to the imbalance. In order to confront these inequities, perceptions of “science” and research outputs must be broadened, and the open access movement needs to also broaden its focus from access to knowledge to full participation in knowledge creation and in scholarly communication.

Showing “The World of Science”, the map below portrays global research production as expressed through science journals’ publishing in the early 2000s. It makes a dramatic point about the complexities of global inequalities in knowledge production and exchange. What would it take to redraw the knowledge production map to realise a vision of a more equitable and accurate world of knowledge?

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Apr 28 2013

Book Review: The Clash of Economic Ideas: The Great Policy Debates and Experiments of the Last Hundred Years

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The Clash of Economic Ideas interweaves the economic history of the last hundred years with the history of economic doctrines to understand how contrasting economic ideas have originated and developed over time to take their present forms. It aims to trace the connections running from historical events to debates among economists, and from the ideas of academic writers to major experiments in economic policy. This is an ambitious and largely successful attempt at a big-picture overview of decades of debates and experiments in economic policymaking, writes Natacha Postel-Vinay.

This was originally posted on LSE Review of Books

The Clash of Economic Ideas: The Great Policy Debates and Experiments of the Last Hundred Years. Lawrence H. White. Cambridge University Press. April 2012.

Find this book: amazon-logo

Across Europe, many are watching in both horror and amazement as economic history unfolds before their eyes: Cypriot depositors getting taxed by order of the European Commission; the British government coming up with yet another austerity package; and even France is considering balancing its budget. Many must wonder how governments make and reach these drastic decisions, given the conflicting advice (or the lack of advice) they receive from economists, think-tanks, and journalists. The Clash of Economic Ideas, by economics professor Lawrence H. White of George Mason University, may not give many clues about the origins of individual government decisions made in the current crisis. But the book does offer a comprehensive account of how economic thought influenced world policymakers – and vice versa – not only just before the crisis, but since 1900. This is a notable achievement, and despite its partiality it is recommended reading for anyone from the top levels of government to the lay workers questioning why they pay any taxes at all.

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Apr 26 2013

Heroic impact narratives create a dangerous divide between the researcher and the local context

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PatAt a time when researchers are expected to demonstrate ‘impact’, it can be tempting to rely on heroic research narratives that paint the researcher as a kind of evidence-based savior. Pat Thomson warns against the use of this type of narrative, arguing these bombastic stories fail to convey the complexity of the situation and the agency of the actors involved. Change, if it occurs, is rarely a simple affair and can be as much a matter of stumbling about, at least some of the time, as it is linear progression.

Recently I’ve seen and read a lot of hero/heroine narratives. But no more than is usual in journal articles I’m sent to review and edit. They now seem to be popping up in research impact plans and claims about impact. You know these heroic narratives – they are everywhere from nursery rhymes to popular films. It’s the knight on a white charger who slays the dragon, the cowboy who rids the town of lazy barflies, the cop who cleans up the burb and sends all those good-for-nuttin drug dealers and pimps to the big house.

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Apr 25 2013

The opaque review process of the National Curriculum has failed to engage experts and evidence

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benwalshFrom its inception in 1991, the National Curriculum has been subject to many government reviews, conducted through largely clear and open frameworks, inclusive to the diverse range of expert voices. Ben Walsh charts the progression of the current review under Michael Gove and remains highly critical of the review’s findings given the contradictory advice provided by the Expert Panel and large body of Historical Association evidence.

It has fallen to me, in my last few weeks as Deputy President of the Historical Association, to contribute to this blog and present the HA’s perspective on the debate over National Curriculum History. I use the term debate cautiously, as with hindsight it appears that no debate was ever really intended. The process has left many of us in the history community, whether teachers, academics or general interest historians, feeling pretty jaded. So much for the democratic process …

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