As I’ve previously blogged about, I’m involved in the Athena
SWAN process. I’m co-leading the process at my School and I’ve now been a
panellist assessing departmental Athena SWAN submissions. Both activities are a
lot of hard work (and not quite fully acknowledged in workload allocations) but
excellent, interesting and rewarding. It has made me consider my own practices
as an academic in a different light and also made me quite angry at a lot of
the unquestioned practices and behaviours in academic practice.
I’ve begun to talk about academic practice and practices a
lot. It started from my work on the AHRC Connected Communities project Connecting Epistemologies
where I worked with an artist for the summer who would discuss their arts
practice. I understand academic practices to be things like: lecturing,
supervision, facilitating group discussion, marking, various writing practices,
resource coordination and management etc.
One thing I like about thinking through academic work as
practices in this way is it helps me focus on what it is in a particular
context that means that a practice is carried out in a certain way, and whether
that is a question of individual agency, or a wider structural issue. For
example, when I think through academic practices (such as the list above) I’m
always amazed at how many you can be trained to do better, but how rarely that
training is systematically offered to academics. Take lecturing (I now disownthis blog post to an extent): it takes certain skills to talk persuasively
through a topic for a set period of time and engage an audience. There are some
pretty basic skills here: breathing techniques; ensuring your voice is
well-supported by your diaphragm; using modulation and pauses to keep the
audience engaged. An actor would expect this as part of this training. If we
are lecturing to large classes, we should be given this training (luckily I did
get it, from the Edinburgh Beltane).
Athena SWAN focuses me on the wider structural issues. For
example, producing papers for academic journals is one of the key academic
practices. In the social sciences, single-authored pieces are seen to be more
likely to be highly-ranked in the Research Excellence Framework. There is subsequently,
among some bits of social science, to push early-career researchers to get
individual fellowships, to build up this REF-worthy track record. This
particularly negatively impacts on women: they are more likely to take career
breaks at this stage of their career for maternity leave and caring, so group
projects might make more sense; across many fellowship schemes they are also
less likely to be awarded the fellowships.
Another example comes from my role as an editor and
peer-review. An academic practice is citation, we are expected to cite the
latest literature in support of an argument we are making. This is a shared cultural practice. Yet, it is often
quite striking that due to global structural barriers, many scholars in the
majority world simply cannot access these resources.
Athena SWAN is interesting because it puts a lot of these
practices to work to a positive end – challenging gender divides within
academia and encouraging women’s progression. Specifically it uses the skills
that academics and associated professionals have in making complex judgement
based on set criteria, and also peer review. These were the skills I used when
I assessed applications and that were used in the Athena SWAN panel I was a member
of.
These academic practices take place in contexts with
specific incentive structures. I’ve already mentioned the REF and this is
probably one of the key incentive structures: it shapes the ways universities
are organised and their strategic priorities; it affects the way academics
adjust their communication practices to deliver “impact” – more prosaically, to
get their research findings understood and used by a wider audience. They mean
our writing practices are focused at the four 4* papers. Like Athena SWAN, the
REF uses academic practices, particularly peer review.
Athena SWAN has also benefited from similar incentive
mechanisms. Recognising the widespread problems that women faced in STEM
subjects, the research councils adjusted their criteria to be more favourable
to departments that had Athena SWAN awards – the award stopped being something
that a few forward-thinking departments had, to something all departments
worked positively towards.
I’m a bit of an evangelist for Athena SWAN – I know it’s not
perfect, but it’s certainly better than nothing, and when it’s done properly
(as my main experience has been) it does lead to dramatic change. But thinking
about it in terms of how I’ve laid out this post before, I could not have
ruminate as I was assessing applications: what if Athena SWAN became part of
the criteria that were assessed in the REF? I imagine we’d see a lot of change
fairly quickly. I imagine the Equality Challenge Unit would be fairly busy in
the run-up to 2020 as well. Of course, we’d no doubt end-up with the
double-bind that I think Athena SWAN accidentally creates – in trying to do
good, it just adds another task to academic’s overflowing to-do lists and puts
women under pressure. To anyone pulling together an Athena SWAN application,
note that the criteria state that workload models should give a time allocation
to being a member of the Self-Assessment Team!
When I mentioned this idea to one of the staff at the ECU
they mentioned that HEFCE had done some work, that remains unpublished, that
demonstrated that departments with greater collegiality and gender diversity
achieved better in research metrics. They added that it would be interesting,
also, to see how Athena SWAN also related to this.
There’s a widespread view in academic that metrics and audit
are bad things. But from a perspective of policy analysis, and also from my
experience governing an organisation, I can also see the positive sides of
these regimes: audit is design to make issues transparent and make people
accountable. In the case of Athena SWAN it makes institutions accountable for
the processes and behaviours that systematically stop women advancing in their
academic careers and reaching their potential.
So, to come to some sort of conclusion, the raging
resistance to regimes of audit is, I think, sometimes misguided. These
processes have the effects (and affects) they do because they are powerful
tools. But that means they can be used powerfully to positive ends. This might
make me a sell-out to global Neil Librulism. I think it makes me someone who
wants to deliver positive change for the marginalised and disadvantaged in society
now.