RESEARCH, ACADEMIA AND THE PROFESSION
A Status Report
Ann Pederson
Visiting Fellow
School of Information Systems, Technology & Management, The University of NSW, Sydney, Australia
PRESENTATION PLAN
• What is RESEARCH & why is it important? • Characteristics of archival research • Research output & infrastructure- N. America data • The modern university & archival science • Attitudes towards research- students, practitioners & employers • Towards a viable research culture & infrastructure
– Key obstacles – Positive measures to overcome them
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WHAT IS RESEARCH?
• Definition: an systematic investigative approach
concerned with a problem or intending to prove or disprove an hypothesis
• Standardised steps & sequences:
– – – – Identify and articulate research problem Devise hypotheses to be proven or disproved Collect, analyse & interpret relevant data Develop & report conclusions
• Quality Indicators: valid
problem/hypotheses/methodology, replicable, useful
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WHY IS RESEARCH IMPORTANT FOR ARCHIVAL SCIENCE?
•Answers •Solutions •Challenge or validate •Basis for wise decisions •Professional knowledge base •Larger Society •Personal
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RESEARCH FORMS CHARACTERISTIC OF ARCHIVAL SCIENCE
• Approaches
– – – – – – – – diplomatics archival analysis historical behavioural experimental quantitative qualitative theoretical
• Research Reporting
– – – – – – – finding aids historical case studies surveys needs assessments impact studies performance measurement
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Ann Pederson SISTM UNSW
ARCHIVAL RESEARCH OUTPUT [N.America data 1970-1992]
• Research Article Topics
– 54 of 88 or 61.4% on
management & professional issues; 28 are histories of institutions or biographies
• Qualitative Methodology 63.7%
– – – – – 42 historical 6 system 5 experimental 2 literary 1 legal
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• Quantitative Methodology 36.3%
– 22 Survey – 8 Citation/Bibliometric – 2 Financial analysis
Ann Pederson SISTM UNSW
INFORMATION MANAGEMENT RESEARCH INFRASTRUCTURE
[N. AMERICA data 1970-1992]
-Cox, RJ, “An Analysis of Archival Research, 1970-1992 . . “ American Archivist 57/2, 1994
• Educators/Researchers • Professional Establishment – Full-time educators
• LIS 700 • Archives 20
– Active researchers
• LIS 300 • Archives 10
– LIS - 153,000 – Archives - 10,000
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ARCHIVAL RESEARCH “SCORECARD”
• Research Agendas
– 1978 Management, Preservation – 1981 Theory – 1983 Archival history – 1986 Reference, Advocacy – 1987 Reference – 1988 Appraisal, Reference, Management – 1991 Electronic records – 1992 Reference – 1993 - date Electronic records, recordkeeping
• Mixed results
– heavy workloads – limited funding
• Positive Achievements
– growth of academic programs – some stunning successes – research consortia
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MODERN UNIVERSITY ENVIRONMENT
• • • • Knowledge explosion Research = success Hegemony of other fields Infrastructure & social equity discipline neglect • Reduced public funding • Damaging responses to fiscal crisis
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DAMAGING RESPONSES
• • • • • • • emphasis on fundraising more & higher fees more, but lower quality students fewer academic positions fewer hours & subjects in courses large group or self-instruction machine scoreable forms of assessment
NOT A HEALTHY ENVIRONMENT FOR DEEP LEARNING
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ACADEMIC POSITION OF ARCHIVAL SCIENCE
Minority, poorly understood, “essential but invisible” meta-discipline & proto-profession
• “fuzzy” knowledge base • expanding demands • no cohesive identity or professional mission • research - applied, local • no specific research category • intellect-, time- and labour-intensive “vocation” • low market demand or reward • temperamentally unsuited?
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Ann Pederson SISTM UNSW
TYPICAL ARCHIVAL ACADEMIC WORKLOAD (Full-time): *35 hrs.
40% Teaching preparation & delivery 25% Research & Writing, including supervision
5%
Consultancies/Enterprise Activities
15% Professional Leadership & Service including continuing education
15% Program/School/University/Administration
100% Total
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RESEARCH & STUDENTS
• Tensions
• Students have little grasp of discipline • Most are not “research ready” • Most only seek preparation for historically-oriented job • Press of post-modern life vs. requirements of deep learning Ann Pederson
• Opportunities
• Discipline research is interesting & challenging • Study whilst working in field is growing trend • Employers increasingly value skills learned through research
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RESEARCH & PRACTITIONERS
• Tensions
• 25-35% qualified • Formal education not a priority • Skepticism of theory • Trend towards postappointment P/T study • Employer supports jobrelated study
• Opportunities
• Need for up-to-date knowledge & skills • Experienced practitioners are better students • Personal growth & professionalism
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RESEARCH & EMPLOYERS
• Tensions
• Growing workload vs. shrinking resources • Theory vs. reality • Support for training vs. education & research • Educators need employer involvement
• Opportunities
• Many employers are graduates • More demand for professional RK requires specialist education • Employers benefit from involvement with academe
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OBSTACLES TO SUCCESSFUL LEARNING & RESEARCH
• DEEP LEARNING = an essential pre-requisite • Split between how to do archival work & how to think archivally • Few graduates possess the will or the funding to undertake research degrees • New archival career academics lack practical experience • Archival academics have unrealistic workloads
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DEVELOP RESEARCH COMPETENCIES IN PROGRAM OF ARCHIVAL STUDIES
Research Competency
Research Literacy
General Description of Competency
Samples of Learning Activities/ Outputs That Develop It
Research Criticism Knowledgefocussed Research Analysis Recordfocussed Research Analysis Research Teamwork/ Junior Researcher Senior Researcher Lead or Master Researcher
Understand and be able to identify appropriate applications Find examples in literature and explain the various of the major research methods and techniques and the techniques used; determine which techniques would be extent to which they are appropriate for archival problems; appropriate for a particular research need or archival problem Apply standards and tools of analysis to assess validity of Prepare papers that analyse, compare and/or evaluate of research products or components in management reports others' research findings or methodology
Apply text-based research methods and techniques to plan, execute, present/defend findings in study of existing knowledge on an archival theory or management practice/problem/issue Plan and prepare papers that identify key features, influences, themes, conflicts, inconsistencies, etc. in the body of existing knowledge and make conclusions or recommendations; may or may not use case studies to illustrate or prove findings Plan, execute and document full archival processing and produce a finding aid or administrative or institutional history
Apply archival principles, analysis and research methods and techniques to plan, execute, present/defend findings in bringing a body of archives under full management or in using archival sources to illuminate the development of an archival program or institution Develop research expertise and contribute as a junior member of an academically rigorous research team and/or devise a complex and authoritative research problem and complete a Masters thesis
Under the direction of senior team members, execute defined research tasks such as bibliography, investigate focussed research problem; produce a Masters thesis
Initiate and execute a n academically competent individual research project Extend research expertise and take leadership via new initiatives, collaborations and applications
Ph.D. and/or regular success in obtaining funding for own research; Sought after collaborator in research teams; leader or coleader of research initiatives; development of new directions, content and applications for research
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OTHER WAYS TO BOOST RESEARCH OUTPUT
• MICRO LEVEL • Integrate workload
• Communicate & network
– “team” & “piggyback efforts – a few good projects – creative funding – maximise success
• MACRO LEVEL
• Make education & research prominent issues
• Form/join consortia
– contribute to priority research agendas – provide comment/advice – report & publicise
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Ann Pederson SISTM UNSW
FINIS . . .Thanks
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