Ordinal structure of the generic analytic workflow: a survey of intelligence analysts

We present a model of the generic analytic workflow and measure the extent of ordinal structure that analysts apply to analytic work, as well as how this is affected by their training and experiences. The workflow comprises six stages that follow from one another: capture requirements, plan analytic response, obtain data, process data, interpret outputs, and communicate conclusions. A survey of 144 intelligence analysts revealed that only 16% structured their workflows in a logical ordinal way. The extent of ordinal structure applied to analytic work was unrelated to analytic thinking training, years of analytic experience, and proportion of time spent working collaboratively. These findings have implications for the training and assessment of analysts, as well as for the design of analytic tools

A survey of intelligence analysts’ strategies for solving analytic tasks

Analytic performance may be assessed by the nature of the process applied to intelligence tasks and analysts are expected to use a 'critical' or deliberative mindset. However, there is little research on how analysts do their work. We report the findings of a quantitative survey of 113 intelligence analysts who were asked to report how often they would apply strategies involving more or less critical thinking when performing representative tasks along the analytic workflow. Analysts reported using ‘deliberative’ strategies significantly more often than ‘intuitive’ ones when capturing customer requirements, processing data, and communicating conclusions. Years of experience working in the intelligence community, skill level, analytic thinking training, and time spent working collaboratively (opposed to individually) were largely unrelated to reported strategy use. We discuss the implications of these findings for both improving intelligence analysis and developing an evidence-based approach to policy and practice in this domain

Intelligence analysis support guide: development and validation

Research shows that intelligence analysts do not routinely follow a logical workflow, do not always use critical thinking, and that analysts’ training and experience are unrelated to analysts’ performance. The Analysis Support Guide (ASG) aims to capture, communicate, and encourage good analytic practice. The ASG is informed by organizational intelligence doctrine and past research on intelligence analysis. The ASG includes the generic analytic workflow, prompts for good practice at each stage of the workflow, indicators of good and poor analytic practice, and an analytic investigation questionnaire. The findings of a small-scale content validation study of the ASG are reported here. Fourteen analysts provided detailed feedback on its content. The results informed a revision of the ASG that is currently used to train new and experienced analysts. The ASG can also inform the development of analytic technologies and future research on the psychology of intelligence analysi

Dueling Clocks: How Academic Women Balance Childcare with the Road to Tenure

This proposed study looks at the experience of academic women as they combine the demanding roles of motherhood and academic seeking tenure. Literature has identified several themes related to role-balancing: social and gender roles/expectations, time limitations of tenure and childrearing years, available support, ambiguous policies, and personal expectations (Armenti, 2004; Ward & Wolf-Wendel, 2004; Young & Wright, 2001). Data will be obtained using narrative inquiry, and examined through a critical feminist perspective. Individuals representing both academics and those employed in the policy sector will be interviewed, with the aim of assisting in the adaptation of university-based policy for academics. Introductio

Critical review of analytic techniques

In this paper, we classify 75 analytic techniques in terms of their primary function. We then highlight where across the stages of the generic analytic workflow the techniques might be best applied. Importantly, most of the techniques have some shortcomings, and none guarantee an accurate or bias-free analytic conclusion. We discuss how the findings of the present paper can be used to develop criteria for evaluating analytic techniques as well as the performance of analysts. We also discuss which sets of techniques ought to be consolidated as well as reveal gaps that need to be filled by new techniques

RECONSTRUCTING CAREERS, SHIFTING REALITIES: UNDERSTANDING THE DIFFICULTIES FACING TRAILING SPOUSES IN HIGHER EDUCATION

Faculty members in higher education who move to new cities or provinces often bring their families with them, and this can have both a positive and negative effect on the retention and job satisfaction of faculty. Educational policy makers can play a role in supporting faculty by supporting their trailing spouses, through policies informing careers, skills, and community engagement. This paper explores existing literature focusing on academic trailing spouses, conducts a content analysis of three Canadian universities that relates to support for trailing spouses, and suggests some recommendations. We pay particular attention to the use of inclusive language in these policies, as the changing nature of family systems requires further consideration of diverse needs and experiences.

Fiction Writing and Learning for Critical Citizenship:Exploring the Potential of Reading and Writing Fiction to Foster Democratic Learning Opportunities

Drawing upon the results of a Social Science and Humanities Research Council of Canada (SSHRC) funded research study, this paper examines connections between lifelong learning, citizenship and fiction writing. Using critical and feminist theoretical perspectives, the paper explores how fiction writing can provide opportunities for adult learning and can address concerns around diversity and inclusion when exploring issues around citizenship

Women’s experiences in learning to write fiction: Exploring gendered engagement in communities of practice

This paper examines how gender impacts upon the participation women fiction authors in different communities of practice. While some communities of practice may provide valuable supports, in other instances, women may be systemically marginalized. The development of social media is also creating new opportunities and challenges for participation in virtual communities of practice for women writers