1. The presentation discusses the researcher as a "quantified self" and how performance metrics in higher education impact identity and self-worth.
2. It explores how researchers are increasingly measured through publications, citations, and other metrics, which has structural impacts and changes the rules of performing research.
3. The presentation examines the notion of self-tracking and being tracked by others, and considers both the potential and dangers of quantifying the self through digital data collection.
Ways to Improve the Impact of Women's ResearchCamille Thomas
A discussion about the lack of representation for women in academic publishing. Also, new trends in research and publishing will be presented to encourage women at Texas Tech to best produce and showcase their research. Emphasis will be placed on the advantages of participating in the digital aspects of publishing and engaging with others in and outside the field. This session is open to anyone interested in publishing their research. It is not aimed at any one discipline, skillset, or type of scholarship.
Ways to Improve the Impact of Women's ResearchCamille Thomas
A discussion about the lack of representation for women in academic publishing. Also, new trends in research and publishing will be presented to encourage women at Texas Tech to best produce and showcase their research. Emphasis will be placed on the advantages of participating in the digital aspects of publishing and engaging with others in and outside the field. This session is open to anyone interested in publishing their research. It is not aimed at any one discipline, skillset, or type of scholarship.
Presentation on 7 March 2014 as part of the University of South Africa's Research & Innovation week. The theme for the session was "Trust me. I'm a scientist." I shared some of the ethical issues and dilemmas in publishing educational research from the perspective of an editor.
Presentation at the annual conference of the Higher Education Learning and Teaching Association (HELTASA) in Bloemfontein, South Africa, 20 November, 2014
Invited presentation at "Transforming the Curriculum: South African Imperatives and 21st Century Possibilities", University of Pretoria 28 January 2016. A voice-over of the presentation is available on YouTube at https://www.youtube.com/watch?v=YFwQ6oa8_y0
A full draft version of the presentation can be found at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
Conferencia presentada en el I Coloquio Internacional Medios, Producción y Educación, Universidad Estatal a Distancia de Costa Rica
22 y 23 de agosto, 2019
Presentation on 7 March 2014 as part of the University of South Africa's Research & Innovation week. The theme for the session was "Trust me. I'm a scientist." I shared some of the ethical issues and dilemmas in publishing educational research from the perspective of an editor.
Presentation at the annual conference of the Higher Education Learning and Teaching Association (HELTASA) in Bloemfontein, South Africa, 20 November, 2014
Invited presentation at "Transforming the Curriculum: South African Imperatives and 21st Century Possibilities", University of Pretoria 28 January 2016. A voice-over of the presentation is available on YouTube at https://www.youtube.com/watch?v=YFwQ6oa8_y0
A full draft version of the presentation can be found at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
Conferencia presentada en el I Coloquio Internacional Medios, Producción y Educación, Universidad Estatal a Distancia de Costa Rica
22 y 23 de agosto, 2019
Scholars in the Open: Networked Identities vs. Institutional IdentitiesBonnie Stewart
The public presentation of self is identity work, but the networked practices by which scholars build a name and reputation for their work differ from the practices and strategies used - and recognized - within the academy. This presentation explores Bonnie Stewart's dissertation research into how networked scholars circulate identity and reputation in networked publics.
Question and enquire: taking a critical pathway to understand our usersSheila Webber
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Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
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Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
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I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
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- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
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The researcher as quantified self: confessions and contestations
1. Paul Prinsloo, University of South Africa
Sharon Slade, Open UniversityImage credit: http://hominidas.blogs.quo.es/2013/11/; http://www.exponerat.net/socialdemokratins-bruna-bakgrund/;
http://webbplatser.nordiskamuseet.se/minaogon/sida/historia/hist2.htm
The researcher as quantified self:
Confessions & contestations
By Paul Prinsloo
Presentation at SOTL@UJ - Towards a Socially Just Pedagogy 14 May 2015
2. ACKNOWLEDGEMENTS
I do not own the copyright of any of the images in this
presentation. I hereby acknowledge the original
copyright and licensing regime of every image and
reference used. All the images used in this
presentation have been sourced from Google labeled
for non-commercial re-use.
This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License
3. OVERVIEW OF THE PRESENTATION
1. Some questions for consideration
2. Becoming & being measured, deviant or hero
3. The higher education context: Broader context, the move
to digital & networked identities & the changing rules of
performing research
4. The notion & praxis of being & becoming a quantified self
5. Five modes of self-tracking (Lupton, 2014c)
6. The quantified (digital) self: some considerations
7. Deviants or heroes: The net effect of being quantified &
classified
8. (In)conclusions
4. Some questions to consider:
• How does the dominant auditing and managerialist culture in
higher education, and the current quantification fetish obsessed
with measuring outputs & performance, impact on my identity &
performance as researcher?
• What do we measure? Who does the measurement & why,
based on what criteria?
• What is not measured & how does this impact on my final score?
What am I worth? My sense of self?
• How do I (increasingly) track my own performance in an unending
obsession & anxiety about whether I do enough/am good
enough?
• How does all of this impact on my identity, my self-worth &
sense of wellbeing?
(See Prinsloo, 2014)
5. We are increasingly
watched/measured
We increasingly
watch/measure each
other
We increasingly watch
ourselves
Image credit: http://en.wikipedia.org/wiki/Surveillance#/media/File:Surveillance_video_cameras,_Gdynia.jpeg
6. Image credit: http://en.wikipedia.org/wiki/Self-interest
Every breath I/you take
Every move I/you make
Every bond I/you break
Every step I/you take
I'll be watching myself/you
Every single day
Every word I/you say
Every game I/you play
Every night I/you stay
I'll be watching myself/you
O can't I/you see
I/You belong to them/me…
Adapted from
Sting – Every breath you take
7. Becoming and being measured, deviant or hero
Image credit: http://en.wikipedia.org/wiki/History_of_anthropometry
8. What type of sociocultural, political, economic &
regulatory context creates the notion & praxis of the researcher
as quantified self?
How are researchers as quantified selves structurally defined &
generated, maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
• The broader higher
education context
• The move to digital and
networked identities
• The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
9. Becoming and being measured, deviant or hero
What type of sociocultural, political, economic and regulatory context s
creates the notion of the researcher as quantified self?
How are researchers as quantified selves structurally defined & generated,
maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
1. The broader higher
education context
2. The move to digital and
networked identities
3. The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
10. Higher education should…
• Do more with less
• Expect funding to follow performance
rather than preceding it
• Realise it costs too much, spends carelessly, teaches poorly, plans
myopically, and when questioned, acts defensively
(Hartley, 1995, p. 412, 861)
We need to take note of the impact of the dominant models of
neoliberalism and its not-so-humble servant – managerialism – on
higher education (Deem, 1998; Deem & Brehony, 2005; Diefenbach,
2007; Peters, 2013; Verhaeghe, 2014)
The broader higher education context (1)
Image credit:
http://commons.wikimedia.org/wiki/File:Mcdonalds_logo.png
11. There is talk of “academic capitalism” (Rhoades & Slaughter, 2004)
where academics “sell their expertise to the highest bidder, research
collaboratively, and teaching on/off line, locally and internationally”
(Blackmore 2001, p. 353; emphasis added)
“The research universities will have three classes of professors, like the
airlines. A small first-class cabin of researchers, a business-class section
of academics who will teach and do some research, and a large economy
cabin of poorly paid teachers” (Altbach & Finkelstein, 2014, par. 16;
emphasis added)
“… the academic precariat has risen as a reserve army of workers with
ever shorter, lower paid, hyper-flexible contracts and ever more
temporally fragmented and geographically displaced hyper-mobile lives”
(Ivancheva, 2015, p. 39)
The broader higher education context (2)
12. In 2012, of the 1.5 million professors in the US, 1 million are
adjunct professors appointed on a contract basis (Scott, 2012)
Higher education is therefore in the process of becoming
unbundled and unmoored (Watters, 2012)
The broader higher education context (3)
Image credit: http://pixabay.com/p-485222/?no_redirect
13. Becoming and being measured, deviant or hero
What type of sociocultural, political, economic and regulatory context s
creates the notion of the researcher as quantified self?
How are researchers as quantified selves structurally defined & generated,
maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
1. The broader higher
education context
2. The move to digital and
networked identities
3. The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
14. The move to digital & networked
scholarly/researcher identities
• Porous/disappearing boundaries between
personal/professional/private/public
• Changing conventions of definition of
knowledge, ways of knowledge production,
dissemination, peer-review & measuring
impact
• Alternative metrics
• Inhabiting spaces/performing research
Image credit: http://www.philips.nl/e/nederland-blog/blog/de-marketingspecialist-moet-digitaal-zijn.html
15. Becoming and being measured, deviant or hero
What type of sociocultural, political, economic and regulatory context s
creates the notion of the researcher as quantified self?
How are researchers as quantified selves structurally defined & generated,
maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
1. The broader higher
education context
2. The move to digital and
networked identities
3. The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
18. The (traditional) rules of performing research
Unisa’s Strategic Plan 2015 clearly states the intention: “To position Unisa
in the Top 5 universities in South Africa in terms of research outputs per
academic by 2015 (Placed 6th in 2004 in numerical outputs)” (Unisa, 2015,
p. 17).
Research criteria:
• Publish my own research whether as articles or chapters. To score a 3 out
of 5, I need to have published 7 individual articles in the last 3 years, or 10
individual articles in the last 5 years. If I co-authored the article with
another researcher – I only get half the points
• A further 15% weight is allocated if I submitted a grant application to an
external funding agency. To score 3 out of 5, my grant should have been
successful.
• 10% of the total weighting is allocated to being a rated researcher. A ‘C-
rating’ guarantees me a 3 out of 5.
19. But… the rules of performing research
are changing …
Image credit: http://blog-
blond.blogspot.com/2009_03_01_archive.html
20.
21.
22.
23.
24.
25.
26.
27.
28. Becoming and being measured, deviant or hero
What type of sociocultural, political, economic and regulatory context s
creates the notion of the researcher as quantified self?
How are researchers as quantified selves structurally defined & generated,
maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
• The broader higher
education context
• The move to digital and
networked identities
• The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
30. I am my data.
I am what I share.
If I did not share it on Facebook, did it happen?
Image credit:
http://commons.wikimedia.org/wiki/File:Bot%C3%B3n_Me_gusta.svg
31. Jennifer Ringely – 1996-2003 – webcam
Source: http://onedio.com/haber/tum-zamanlarin-
en-etkili-ve-onemli-internet-videolari-36465
“Secrets are lies”
“Sharing is caring”
“Privacy is theft”
(Eggers, 2013, p. 303)
32. Five modes of self-tracking (Lupton, 2014c)
1. Private self-tracking: Achieving self-awareness, improving
life-quality – what I did, how I did it and what I’ve learned
2. Pushed self-tracking: Voluntarily but encouraged/rewarded
3. Communal self-tracking: Sharing your numbers – the
quantified us – “I ran so far…”, “I took so many steps”, “I have
so many new Twitter followers”, etc
4. Imposed self-tracking: Compulsory, productivity self-tracking
devices
5. Exploited self-tracking: Commercialisation of personal data
(Also see Lupton 2014a, 2014b)
33. The quantified (digital) self: some considerations
• The potential & limitations of “self knowledge through
numbers”
• Collecting my data & tracking myself as a way “to talk back”, to
“contest”, to formulate counter-narratives
• The dangers of exploitation of my data
• The nature, use & misuse of digital, (a)synchronous peer-review
• The virtue of forgetting in a digital age…
• The bias of algorithms
• The secret lives of our data-doubles (Lupton, 2014a)
• I am more than what I share, what can be counted – I am more
than my data
34. Deviants or heroes:
The net effect of being
quantified & classified
“Academic labor and performance anxiety”: where the “shame [of not
performing] becomes a central tenet of everyday academic life”
(Richard Hall (2014a, par. 2)
Academics “overwork because the current culture in universities is
brutally and deliberately invested in shaming those who don’t
compete effectively…” in stark contrast with the heroic few who do,
somehow, meet the shifting goalposts (Kate Bowles, 2014, par. 7-8)
Image credits: http://no.wikipedia.org/wiki/Boris_Karloff
http://commons.wikimedia.org/wiki/File:Superman_S_sym
bol.svg
We acknowledge the
exhilaration, the abundance, the
networks, but…
35. (Re)considering scholarship: From quantified selves to
qualified selves…
• We cannot & should not ignore our context in the context of the
quantification fetish in higher education
• As a researcher, I am much more than my data, my citations, the number
of followers on Twitter, the number of hits on my blog
• I can, however, use my networks & online presences to play the field,
increase my impact & reach
• “Scholarship is not just about publication, but about interaction,
interpretation, exchange, deliberation, discourse, debate, and
controversy” (Gray, 2013, par. 5). Scholarship is therefore “not just the
production of text” but in its essence about “the way in which
constellations of people and objects produce meaning, understanding
and insight, through interaction, acts of interpretation” (Gray, 2013, par.
6)
36.
37. Goodier, S., & Czerniewicz, L. (2012). Academics’ online presence. A four-step guide to taking control of your visibility. Retrieved from
http://www.academia.edu/2279505/Academics_online_presence_A_four-step_guide_to_taking_control_of_your_visibility
38. What type of sociocultural, political, economic &
regulatory contexts creates the notion and praxis of the researcher as
quantified self?
How are researchers as quantified selves structurally defined &
generated, maintained, culled or lauded? (see Spitzer, 1975)
The higher
education context
• The broader higher
education context
• The move to digital and
networked identities
• The (changing) rules of
performing research
The notion and
practices of the
quantified self
The
researcher
as
quantified
self
(In)conclusions
39. Last thing I remember, I was
Running for the door
I had to find the passage back
To the place I was before
"Relax, " said the night man,
"We are programmed to receive.
You can check-out any time you like,
But you can never leave! "
Eagles – Hotel California
40. THANK YOU
Paul Prinsloo
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences, Office number 3-15, Club 1,
Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
41. References
Altbach, P.G., & Finkelstein, M.J. (2014, October 7). Forgetting the faculty. InsideHigherEd. Retrieved from
https://www.insidehighered.com/views/2014/10/07/essay-way-many-reformers-higher-education-are-
ignoring-faculty-role
Blackmore, J. (2001). Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical
intellectual. Educational Theory, 51(3), 353 — 370.
Bowles, K. (2014, March 5). Walking and learning. [Web log post]. Retrieved from
http://musicfordeckchairs.wordpress.com/2014/03/05/walking-and-learning/
Deem, R., & Brehony, K.J. (2005). Management as ideology: the case of ‘new managerialism’ in higher
education. Oxford Review of Education, 31(2), 217—235. DOI: 10.1080/03054980500117827
Deem, R. (2011). ‘New managerialism’ and higher education: the management of performances and cultures
in universities in the United Kingdom. International Studies in Sociology of Education, 8(1), 47—70. DOI:
10.1080/0962021980020014
Diefenbach, T. (2007). The managerialistic ideology of organisational change management. of Organisational
Change Management, 20(1), 126 — 144.
Goodier, S., & Czerniewicz, L. (2012). Academics’ online presence. A four-step guide to taking control of your
visibility. Retrieved from http://www.academia.edu/2279505/Academics_online_presence_A_four-
step_guide_to_taking_control_of_your_visibility
Gray, J. (2013, October 25). Recomposing scholarship: the critical ingredients for a more inclusive scholarly
communication system. [Web log post]. Retrieved from
http://blogs.lse.ac.uk/impactofsocialsciences/2013/10/25/gray-recomposing-scholarship/
Hall, R. (2014a, March 5). On academic labour and performance anxiety. [Web log post]. Retrieved from
http://www.richard-hall.org/2014/03/05/on-academic-labour-and-performance-anxiety/
42. Hall, R. (2014b, August 22). On chronic fatigue and being increasingly anxiety-hardened. [Web log post]. Retrieved
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