Lyall, Catherine

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		Second	INTREPID	Policy	Brief	Exploring	Interdisciplinary	Careers		By	Professor	Catherine	Lyall,	The	University	of	Edinburgh	With	contributions	from:	Dr	Laura	Meagher,	Technology	Development	Group			8	April	2019											We	cannot	resolve	any	of	the	big	challenges	we	face	in	the	future	with	just	people	who	have	sat	in	silos	coming	together.		We	need	young	professionals	who	have	come	up	in	this	way…	to	see	the	interconnections		Anon	interdisciplinary	doctoral	supervisor,	2009																				 		2																																			Acknowledgements	We	are	grateful	to	the	COST	Action	TD1408:	Interdisciplinarity	in	research	programming	and	funding	 cycles	 (INTREPID)	 http://www.intrepid-cost.eu/	 for	 funding	 the	 workshop	 and	 a	subsequent	Short-Term	Scientific	Mission	(STSM)	on	which	this	Policy	Brief	is	based.		This	briefing	note	has	benefitted	from	contributions	 from	members	of	 INTREPID	and	other	attendees	at	the	ITD	Conference	at	the	Leuphana	University	of	Lüneburg	who	participated	in	an	interactive	discussion	workshop	held	on	11	September	2017.		Citation:	Lyall,	 C.	 (2019)	 Exploring	 Interdisciplinary	 Careers,	 2nd	 INTREPID	 Policy	 Brief,	 COST	Action	TD1408,	4	April,	http://www.intrepid-cost.eu/intrepid-reports-and-policy-briefs/						 		3		Becoming	an	interdisciplinary	academic	Interdisciplinarity	 has	 become	 a	 cornerstone	 of	 research	 policy	 with	 many	 national	 and	international	funding	schemes	now	supporting	interdisciplinary	research	at	various	stages	of	the	 academic	 life	 course.	 	 Yet,	 young	 academic	 investigators/early	 career	 researchers	receive	 very	 mixed	 messages	 about	 whether	 this	 is	 a	 desirable	 career	 choice	 (Lyall,	forthcoming	 2019).	 	 In	 most	 countries,	 doctoral	 training	 is	 still	 largely	 bound	 within	disciplines	and	there	are	well-documented	challenges	to	pursuing	an	academic	career	based	on	 interdisciplinary	 research	 and	 teaching	 when	 the	 majority	 of	 reward	 and	 recognition	systems	are	still	single	discipline	based.	Despite	 trends	 towards	 interdisciplinarity	 that	 we	 have	 seen	 throughout	 the	 INTREPID	project,	 the	 view	 persists	 that	 universities	 still	 prefer	 to	 employ	 discipline-based	 experts	(Nelson,	 2011)	 and	 that	 young	 academics	 seeking	 an	 interdisciplinary	 role	 risk	 losing	 job	security	(Rhoten	and	Parker,	2004).			Research	 has	 been	 likened	 to	 a	 “craft”	where	 the	 process	 of	 acquiring	 research	 skills	 is	 a	form	 of	 “apprenticeship”.	 	 We	 thus	 need	 to	 think	 of	 doctoral	 programmes	 not	 just	 as	“training”	in	a	particular	knowledge	base	but	as	a	process	of	“socialisation”	where	students	learn	 about	 the	 cultural	 norms,	 language	 and	 behaviours	 through	 both	 the	 taught	curriculum	and	research	opportunities	and	also	engagement	with	other	researchers	(Holley,	2015;	 Boden	 et	 al.,	 2011;	 Felt	 et	 al.,	 2012).	 	 Indeed,	 interdisciplinary	 scholars	 debate	 the	extent	to	which	an	individual	can	“learn”	to	become	interdisciplinary	(Fam	et	al.,	2017)	and	there	is	a	widely	held	appreciation	that	this	requires	both	the	acquisition	of	an	array	of	skills	–	 often	 through	 “learning	 by	 doing”	 –	 and	 certain	 personality	 traits	 that	 predispose	 the	individual	 to	 interdisciplinary	 (or	 transdisciplinary)	aptitudes	 (Augsburg,	2014;	Bruce	et	al.,	2004).	The	 unique	 strength	 of	 interdisciplinarians	 is	 not	 therefore	 their	 knowledge	 of	 several	disciplines	but	their	more	tacit,	integrative	skills.		The	doctoral	experience	is	thus	not	simply	about	learning	skills	and	facts	and	becoming	an	expert	in	a	particular	topic	or	technique,	it	is	also	about	shaping	the	type	of	scholar	you	will	become.	Opportunities	and	challenges	With	 this	 in	 mind,	 the	 INTREPID	 team	 put	 together	 a	 workshop	 on	 “Exploring	Interdisciplinary	 Careers”	 as	 part	 of	 the	 ITD	 Conference	 at	 the	 Leuphana	 University	 of	Lüneburg,	held	on	11	September	2017.		Through	a	series	of	three	interrelated	exercises,	this	workshop	engaged	with	an	audience	of	young	(and	perhaps	not	so	young!)	researchers	and	teachers	to	explore	the	rewards	and	challenges	of	following	an	interdisciplinary	career	path.		We	 were	 able	 to	 identify	 a	 number	 of	 “mixed	 messages”	 sent	 by	 typical	 reward	 and	recognition	 systems	 (in	different	 institutions,	 in	different	 countries)	 and	both	positive	 and	negative	factors	at	an	institutional	level,	and	implications	for	career	progression	strategies.	We	 were,	 of	 course,	 working	 with	 a	 highly	 motivated	 and	 self-selected	 group	 of	interdisciplinary	and	transdisciplinary	(ITD)	supporters	who	were	able	to	cite	a	wide	range	of	opportunities,	 with	 such	 research	 providing	 more	 holistic	 perspectives	 and	 a	 chance	 to	explore	 in	 new	 and	 unconstrained	ways.	 	 But	 even	 these	 ITD	 enthusiasts	 recognized	 that	most	universities	are	not	well	structured	to	support	these	types	of	careers.		There	were	both	epistemological	 challenges,	 such	 as	 the	 lack	 of	 research	 focus	 and	 direction	 that	 might	ensue,	but	also	very	clear	institutional	barriers	to	such	careers.			4				“Uncertainty”	was	a	recurrent	theme	both	in	terms	of	career	prospects	but	also	uncertainty	about	how	to	frame	their	research	profiles	and	achieve	the	right	balance	between	the	“specialized”	and	the	“generalized”.		Participants	talked	about	the	slow	pace	of	change	within	institutions,	a	sense	of	“moving	in	circles”	and	feeling	“pushed	around”	when	they	encountered	institutional	inertia	and	resistance	to	new	perspectives	and	working	practices.	Moving	forward	with	interdisciplinary	careers	Promotion	and	reward	structures	Clearly,	from	these	discussions,	“the	gap	between	the	rhetoric	of	endorsement	and	the	reality	of	practice”	endures	(Klein	et	al.,	2016).		Nowhere	is	this	more	evident	than	in	university	promotion	criteria,	which	are	persistently	ranked	as	the	highest	impediment	to	interdisciplinary	work	(e.g.	NAS,	2004).		University	procedures	do	not	adequately	acknowledge	that,	in	the	early	stages,	new	interdisciplinary	collaborations	can	take	longer	to	establish,	for	example,	and	few	universities	offer	career	guidance	for	interdisciplinary	academics	and	their	institutional	leaders.		Notable	exemplars	would	be	Klein’s	work	in	the	US	(Klein,	2010;	Klein	et	al.,	2016);	the	work	of	the	University	of	Edinburgh1,	and	a	recent	report	from	the	UK	Academy	of	Medical	Sciences	(2019)	suggesting	new	ways	to	improve	the	recognition	and	reward	of	“team	science”.	Role	models,	mentors	and	champions	While	reward	and	recognition	systems	are	pivotal,	this	is	not	the	whole	story.		The	importance	of	mentors	and	role	models	in	providing	advice	and	creating	the	right	environment	for	interdisciplinarity	to	thrive	was	highlighted	by	one	of	our	workshop	exercises.		Such	mentors	can	encourage	and	motivate	young	researchers	and	can	perhaps	provide	a	practical	bridge	between	researchers	and	other	parts	of	their	institutions	when	dealing	with	administrative	issues.	Mentoring	is	only	one	aspect	of	good	academic	support	for	early	career	researchers.		Young	interdisciplinary	scholars	may	sometimes	feel	rather	isolated	and	adrift	so	facilitation	of	community	building,	self-reflection	and	sharing	of	experiences	is	vital.		While	research	support	in	the	form	of	assistance	with	grant	applications	is	relatively	commonplace	within	universities,	this	is	less	likely	to	be	tailored	for	interdisciplinary	research.		Additional	training	is	needed	to	support	students	working	in	an	interdisciplinary	way,	which	we	have	shown	to	be	in	demand	with	early	career	researchers	who	are	seeking	to	develop	improved	“academic	life	skills”	such	as	communication	and	team	skills	(Lyall	and	Meagher,	2012)	as	well	as	advice	and	support	in	how	to	develop	professional	identities,	juggle	multiple	commitments	and	present	their	skill	sets	to	future	employers	(Graybill	et	al.,	2006).		Funding	for	next	steps	Finally,	the	value	of	dedicated	postdoctoral	funding	for	young	researchers	in	order	to	allow	them	time	to	establish	themselves	as	authentic	interdisciplinary	scholars	should	also	not	be	underestimated.		As	well	as	personal	development,	such	funding	could	also	enable	cohort	networking,	community-building,	shared	reflections	and	organizational	learning.																																									 																				1	www.ed.ac.uk/human-resources/pay-reward/promotions-grading/academic-staff/procedures-criteria	(accessed	04/04/19).		5		FURTHER	READING	Academy	of	Medical	Sciences.	2019.	“From	innovation	to	implementation:	team	science	two	years	on”	Augsburg,	Tanya.	2014.	"Becoming	Transdisciplinary:	The	Emergence	of	the	Transdisciplinary	Individual."	World	Futures	70	(3-4):233-247.		Boden,	 D.,	 M.	 Borrego,	 and	 L.	 K.	 Newswander.	 2011.	 "Student	 socialization	 in	interdisciplinary	doctoral	education."	Higher	Education	62	(6):741-755.		Bruce,	 A.,	 C.	 Lyall,	 J.	 Tait,	 and	 R.	Williams.	 2004.	 "Interdisciplinary	 Integration	 in	 the	 Fifth	Framework	Programme."	Futures	36	(4):457-470.		Fam,	Dena	M.,	Tanzi	Smith,	and	Dana	J	Cordell.	2017.	"Being	a	transdisciplinary	researcher:	skills	and	dispositions	fostering	competence	in	transdisciplinary	research	and	practice."	In	Transdisciplinary	Research	and	Practice	for	Sustainability	Outcomes,	edited	by	Dena	Fam,	Jane	Palmer,	Chris	Riedy	and	Cynthia	Mitchell,	122-136.	Oxford:	Routledge.		Felt,	 Ulrike,	 Judith	 Igelsböck,	 Andrea	 Schikowitz,	 and	 Thomas	 Völker.	 2012.	 "Growing	 into	what?	 The	 (un-)disciplined	 socialisation	 of	 early	 stage	 researchers	 in	 transdisciplinary	research."	Higher	Education	65	(4):	511-524.		Graybill,	 J.	K.,	S.	Dooling,	V.	Shandas,	 J.	Withey,	A.	Greve,	and	G.	L.	Simon.	2006.	"A	rough	guide	to	interdisciplinarity:	Graduate	student	perspectives."	BioScience	56	(9):757-763.		Holley,	 Karri	 A.	 2015.	 "Doctoral	 education	 and	 the	 development	 of	 an	 interdisciplinary	identity."	Innovations	in	Education	and	Teaching	International	52	(6):642-652.		Klein,	 Julie	 Thompson.	 2010.	 Creating	 Interdisciplinary	 Campus	 Cultures.	 San	 Francisco:	Jossey	Bass.		Klein,	 Julie	 Thompson,	 Karen	 Moranski,	 and	 Roslyn	 Abt	 Schindler.	 2016.	 Guidelines	 for	Tenure	 and	 Promotion	 for	 Interdisciplinary	 Faculty.	 Association	 for	 Interdisciplinary	Studies.	Lyall,	C.	2019.	“Becoming	an	 Interdisciplinary	Academic.	 	How	 institutions	shape	university	careers”	Forthcoming	Palgrave	Pivot.		Lyall,	C.,	and	L.	Meagher.	2012.	"A	Masterclass	in	Interdisciplinarity:	Research	into	practice	in	training	the	next	generation	of	interdisciplinary	researchers."	Futures	44	(6):608-617.		National	Academy	of	 Sciences.	2005.	 Facilitating	 Interdisciplinary	Research.	Washington	D.	C.:	National	Academies	Press. 	Nelson,	B.	2011.	"Seeking	the	right	toolkit."	Nature	476:115–117. 	Rhoten,	D.,	and	A.	Parker.	2004.	 "Risks	and	rewards	of	an	 interdisciplinary	 research	path."	Science	306	(5704):2046.				ABOUT	THE	AUTHORS		Catherine	Lyall	is	Professor	of	Science	and	Public	Policy	at	the	University	of	Edinburgh	where	she	was	formerly	Associate	Dean	for	Research	Careers	in	the	College	of	Arts,	Humanities	and	Social	Sciences.		Laura	Meagher	is	Senior	Partner	of	the	Technology	Development	Group	based	in	St	Andrews,	Scotland.		Together,	Catherine	and	Laura	have	evaluated	a	range	of	funding	instruments	aimed	at	supporting	interdisciplinary	research	and	conducted	many	capacity	building	workshops.		They	are	co-authors	on	a	number	of	publications	including	Interdisciplinary	Research	Journeys:	Practical	Strategies	for	Capturing	Creativity	and	a	series	of	Short	guides	to	interdisciplinarity	(see	www.tinyurl.com/idwiki).		Catherine’s	forthcoming	book	in	the	Palgrave	Pivot	series	Being	an	Interdisciplinary	Academic.		How	institutions	shape	university	careers	deals	with	many	of	the	issues	outlined	in	this	briefing	note	in	greater	detail	and	will	be	available	summer	2019.			6		Contact:	c.lyall@ed.ac.uk	 		7																						

Second INTREPID Policy Brief: Exploring Interdisciplinary Careers

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Second INTREPID Policy Brief: Exploring Interdisciplinary Careers

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