University culture | Cash for Questions: Research funding, policy and development

Meanwhile, over at the ESRC…

There have been a few noteworthy developments at the ESRC over the summer months which I think are probably worth drawing together into a single blog post for those (like me) who’ve made the tactical error of choosing to have some time off over the summer.

1. The annual report.

I’ve been looking forward to this (I know, I know….) to see whether there’s been any substantial change to the huge differences in success rates between different academic disciplines. I wrote a post about this back in October and it’s by some distance the most read article on my blog. Has there been any improvements since 2011/12, when Business and Management had 1 of 68 applications funded and Education 2 of 62, compared to Socio-Legal Studies (39%, 7 of 18), and Social Anthropology (28%, 5 from 18).

Sadly, we still don’t know, because this information is nowhere to be found in the annual report. We know the expenditure by region and the top 11 (sic) recipients of research expenditure, research and training expenditure, and the two combined. But we don’t know how this breaks down by subject. To be fair, that information wasn’t published until October last year, and so presumably it will be forthcoming. And presumably the picture will be better this year.

That’s not to say that there’s no useful information in the annual report. We learn that the ESRC Knowledge Exchange Scheme has a very healthy success rate of 52%, though I think I’m right in saying that the scheme will have been through a number of variations in the period in question. Historically it’s not been an easy scheme to apply for, partly because of the need for co-funding from research partners, and partly because of a number of very grey areas around costing rules.

For the main Research Grants Scheme success rates are also up, though by how much is unclear. The text of the report (p. 18) states that

After a period where rates plummeted to as low as 11 per cent, they have now risen to 35 per cent, in part because we have committed additional funding to the scheme [presumably through reallocation, rather than new money] but also because application volume has decreased. This shows the effects of our demand management strategy, with HEIs now systematically quality assuring their applications and filtering out those which are not ready for submission. We would encourage HEIs to continue to develop their demand management strategies as this means academics and administrators in both HEIs and the ESRC have been able to focus efforts on processing and peer-reviewing a smaller number of good quality applications, rather than spending time on poor quality proposals which have no chance of being funded.

Oddly the accompanying table gives a 27% success rate, and unfortunately (at the time of writing) the document with success rates for individual panel meetings hasn’t been updated since April 2012, and the individual panel meeting documents only list funded projects, not success rates. But whatever the success rate is, it does appear to be a sign that “demand management” is working and that institutions are practising restraint in their application habits. Success rates of between a quarter and a third sound about right to me – enough applications to allow choice, but not so many as to be a criminal waste of time and effort.

The report also contains statistics about the attendance of members at Council and Audit Committee Meetings, but you’ll have to look them up for yourself as I have a strict “no spoilers” policy on this blog.

I very much look forward – and I think the research community is too – to seeing the success rates by academic discipline at a later date.

2. A new Urgency Grants Mechanism

More good news…. a means by which research funding decisions can be taken quickly in response to the unexpected and significant. The example given is the Riots of summer 2011, and I remember thinking that someone would get a grant out of all this as I watched TV pictures my former stomping ground of Croydon burn. But presumably less… explosive unexpected opportunities might arise too. All this seems only sensible, and allows a way for urgent requests to be considered in a timely and transparent manner.

3. ESRC Future Research Leaders call

But “sensible” isn’t a word I’d apply to the timing of this latest call. First you’ve heard of it? Well, better get your skates on because the deadline is the 24th September. Outline applications? Expressions of interest? Nope, a full application. And in all likelihood, you should probably take your skates off again because chances are that your institution’s internal deadlines for internal peer review have already been and gone.

The call came out on or about the 23rd July, with a deadline of 24th September. Notwithstanding what I’ve said previously about no time of the academic year being a good time to get anything done, it’s very hard to understand why this happened. Surely the ESRC know that August/September is when a lot of academic staff (and therefore research support) are away from the university on a mixture of annual leave and undertaking research. Somehow, institutions are expected to cobble together a process of internal review and institutional support, and individuals are expected to find time to write the application. It’s hard enough for the academics to write the applications, but if we take the demand management agenda seriously, we should be looking at both the track record and the proposed project of potential applicants, thinking seriously about mentoring and support, and having difficult conversations with people we don’t think are ready. That needs a lot of senior time, and a lot of research management time.

This scheme is a substantial investment. Effectively 70 projects worth up to £250k (at 80% fEC). This is a major investment, and given that the Small Grants scheme and British Academy Fellowship success rates are tiny, this is really the major opportunity to be PI on a substantial project. This scheme is overtly picking research leaders of the future, but the timetable means that it’s picking those leaders from those who didn’t have holiday booked in the wrong couple of weeks, or who could clear their diaries to write the application, or who don’t have a ton of teaching to prepare for – which is most early career academics, I would imagine.

Now it might be objected that we should have know that the call was coming. Well…. yes and no. The timing was similar last year, and it was tight then, but it’s worse this year – it was announced on about the same date, but with a deadline 4th October, almost two working weeks later. Two working weeks that turns it from a tall order into something nigh on impossible, and which can only favour those with lighter workloads in the run-up to the new academic year. And even knowing that it’s probably coming doesn’t help. Do we really expect people to start making holiday plans around when a particular call might come out? Really? If we must have a September deadline, can we know about it in January? Or even earlier? To be fair, the ESRC has got much better with pre-call announcements of late, at least for very narrow schemes, but this really isn’t good enough.

I also have a recollection (backed up by a quick search through old emails, but not by documentary evidence) that last year the ESRC were talking about changing the scheme for this year, possibly with multiple deadlines or even going open call. Surely, I remember thinking, this start-of-year madness can only be a one-off.

Apparently not.

Demand mismanagement: a practical guide

I’ve written an article on Demand (Mis)management for Research Professional. While most of the site’s content is behind a paywall, they’ve been kind enough to make my article open access. Which saves me the trouble of cutting and pasting it here.

Universities are striving to make their grant applications as high in quality as possible, avoid wasting time and energy, and run a supportive yet critical internal review process. Here are a few tips on how not to do it. [read the full article]

In other news, I was at the ARMA conference earlier this week and co-presented a session on Research Development for the Special Interest Group with Dr Jon Hunt from the University of Bath. A copy of the presentation and some further thoughts will follow once I’ve caught up with my email backlog….

Stammering and the Academy: What the rest of you need to know

This post is something of a departure from my usual focus and normal service will be resumed next time. This post is going to be about my work-related (and higher-education related) experiences of coping with a stammer. Is “coping” the right word? I’m not entirely sure – working with, working around, working through.. something along those lines, anyway.

You should continue to read this (even if it’s not the kind of topic you normally come here for) because you’re a decent human being who is interested in finding out what it’s like to walk in someone else’s shoes and how you can avoid making their lives harder than they need to be. And in return, you can ask me anything you like about stammering in the comments below, or via email if you prefer. I absolutely don’t set myself up as any kind of authority or spokesperson – especially as my own stammer is atypical and relatively mild – but I have my own experiences, my own opinions, I’m open about my stammer, and willing to answer questions.

Some facts

Approximately 5% of under 5s and around 1% of adults have a stammer, and these numbers are pretty consistent across cultures, social class, and over time. Between 3.5 and 4 times as many men stammer as women. There’s a weak genetic component. There’s no cure. While psychological factors may make a stammer worse or better at any given time, research points to a neurological cause. A stammer is not a sign of low intelligence, slow wits, childhood trauma, low resilience, or mental illness, and is not the same as – or caused by – shyness, nervousness or introversion. Though it may itself cause or contribute to those things. Stuttering and Stammering are interchangeable terms.

Stammering ‘disfluency’ generally takes three forms. Repetition (“r…r….repet-repetition”), stretching (“stretttccchhhhiiinnnng”), and blocking (“……. blocking”). Repetition is probably what most people would recognise as stammering. My own stammer is about 95% blocking, 5% stretching.

“Stammer? You don’t have a stammer”

My stammer is fairly mild and a lot of people don’t notice, or if they do, think it’s just something idiosyncratic about me rather than making the connection. Some people don’t believe me when I tell them. They don’t notice because I’m pretty good at passing for fluent through various tricks and techniques and distractions. Where repetition-stammering is hard to hide, blocks can be worked around and disguised. This can lead to a form of stammering called “covert” or (better) “interiorised“. Like the swan gliding across the lake, there’s a huge amount of effort and kicking and splashing going into maintaining that illusion of effortless serenity. Everything about the way I speak is carefully crafted to hide my stammer. It’s hard to explain what that’s like, because I’ve never known anything different, but the best analogy I can come up with is a resource-hungry computer program, always running in the background, always taking up some measure of resource that could be better used for something else. For people who are not open about their stammer, being ‘caught out’ can be something they dread, and although some of that dread has dissipated for me, I still find myself working very hard to pass for fluent.

Particular Issues for Higher Education

1% of the adult population is really quite a lot, and I expect that’s a lot higher than most people think. Probably 1% of your students, 1% of your colleagues. The chances of you not knowing anyone who has a stammer is really quite small. Stammering usually counts as a disability under the Disability Discrimination Act – yet I’ve never heard it mentioned on any disability awareness training, whether in relation to supporting students or staff.

Meetings and Tutorials

Sorry to keep labouring this point, but if you have five tutorial groups with twenty students each, chances are that one of your students will have a stammer. As a module tutor, or as chair of a meeting or a conference session, there are a few things you need to be aware of, and to consider. For general information about how not to embarrass yourself when talking to someone who stammers, I’d suggest this (for work) and this (for everyday situations), but if you’re chairing meetings or tutorials, you have to consider and control the behaviour of other people too.

At one point in my working life (details removed to protect the guilty), I had to attend a semi-regular meeting. I used to dread this meeting, because it had the perfect storm of a weak chair and a number of participants who sought to dominate. People would regularly talk over each other (increasingly loudly), not listen properly, and interrupt. When I was able to get a word in edgeways, I’d manage about half a sentence before someone would take a wild guess at what contribution I was going to make and then interrupt. This was a problem for me for four reasons:

it’s damn rude. Were other people not taught this when growing up?
the view that had been ascribed to me or the impression I’d been permitted to give was often not what I’d intended to say. What I hoped would be a nuanced and sophisticated and useful contribution would regularly be cut off before I’d made it past the obvious
I plan what I’m going to say quite carefully to maximise my chances of being able to say it, and I can’t recalibrate quickly to take account of interruptions or questions
I don’t have the vocal agility to verbally fend off people when they interrupt me

Back then I wasn’t open about my stammer, and virtually never mentioned it to anyone. These days I wouldn’t stand for being treated like that, but that’s because I have more life experience, more personal and professional confidence and higher expectations of the reactions of people around me. You’ll note, though, that of the four reasons why you shouldn’t allow your meeting or tutorial to run as a Competitive Interruptathon, only two of them apply exclusively to people who stammer. So there’s not really any special pleading here – just another reason why if you’re running a tutorial or chairing a meeting you actually need to chair it. It’s your job to stop people interrupting, to watch for signs that people are trying to contribute, to allow the less vocally assertive to have the chance to contribute, and for that contribution to be listened to. Please do your job.

It’s also a potential issue at conferences. As a postgraduate student I once went to a presentation from a visiting speaker and plucked up the courage to ask a question, which was answered. But before I could follow up, the self-appointed Alpha Academic in the room (you know, the man – always a man – who always prefaces asking questions with a deep sigh) interrupted me. Not just spoke at the same time, actually deliberately interrupted and spoke right across me – effectively dismissing me and my ideas and my contribution as worthless, to ask yet another question about his hobby horse. ‘Was there anything else you wanted to…” murmured the chair, afterwards, far too little and far too late. I just shook my head and went home feeling furious and humiliated, and I can’t be sure that this incident didn’t play some role in me deciding that I didn’t want to pursue an academic career.

Another task as chair or tutor or even in everyday conversation is not to accidentally humiliate yourself or someone else through your own thoughtlessness. If you ask me an open-ended question, I can navigate around my stammer and give you a fairly fluent answer. If you ask me a closed question with only one possible answer, there’s a chance I might not be able to give it to you immediately. This is particularly common when I’m asked for my name, or for some other obvious snippet of information where I can’t cover my block by pretending to be thinking about it, making up my mind, or trying to remember. When I moved house a couple of years back, my ability to fluently state the address of potential abodes was a minor consideration in decision-making. Growing up, I used to dread maths (and to a lesser extent, sciences), where there was only one answer that could be given, and using faux-doubt to hide a slow answer wasn’t always an option.

Something that still happens to me occasionally is that someone asks me my name, and sometimes I’m unable to answer within the apparently-obligatory two seconds, and the next question is sometimes along the lines of whether I’ve forgotten my name. I’ve already said that 1% of adults have a stammer, and although I don’t have the figure to hand for spontaneous amnesia, I’m prepared to stick my neck out and guess that it’s much lower. So if it happens to you when you’re speaking to someone…. you know… play the percentages, keep your mouth shut, and be a fraction more patient.

Laughing and asking me whether I’ve forgotten my name gives me a difficult choice to make. One option is just laugh along with everyone else, use that to buy a bit of time, get an answer out somehow, try not to show how humiliated I’ve just been made to feel, and then say nothing else. The other option is that I call my interlocutor out on their behaviour, and explain that I have a stammer. But by doing that, even calmly and politely, I embarrass the person who asked the question, risk putting everyone else present on edge, and reveal personal information which may not be appropriate. In any case, most people who do this aren’t malicious, and are just reacting (however inappropriately) to cover a moment that they perceive as awkward.

I used to think this was more of a dilemma than I do now – these days I think I have an educational duty, and I’m much less prepared to take the hit for someone else’s thoughtlessness. But if you factor in power differentials it’s much harder. Did I call tutors out on this as a student? Absolutely not. Would I call out senior colleagues on it today? I’d like to think so, but I’m honestly not sure.

Other issues

Presentations can be a particular issue for people who stammer. Public speaking is something that most people worry about, but for people who stammer it can be an even greater concern. I’m fairly fortunate in that I’ve had quite a lot of practice of public speaking/teaching/coaching, and that I’m usually able to process it as performance or acting rather than me speaking. I’ve taken to telling the audience at the start of presentations that I have a slight stammer, and I’ve found that that helps me. Even if I don’t subsequently stammer during the presentation, I know that if I do, it won’t come entirely as a surprise. In fact, the very first time I mentioned it was as part of a presentation for my current role, and the positive reaction told me a lot about the culture of the place.

It’s hard to say whether it’s best to expect someone who stammers to give a presentation – either as part of a module assessment or as part of their job – or make an exception for them. Certainly it’s hard to imagine being an academic without a requirement to present, and I’d imagine that presentation skills would be important for most graduate career paths. So I tend to think that unless someone has some combination of a very high level of anxiety and/or a severe stammer, it’s probably best to encourage them to present and make sure that there’s a supportive environment. Even little things like subtly asking if they have a preference about when to present may help – generally people don’t like being first up or having a nerve-shredding wait until the end. Of course, in a group exercise it may be that someone who stammers decides to contribute to their team in other ways, but I think it would be a shame not to get some experience. But equally, getting another team member to present might well be a “reasonable adjustment” of the kind expected in the workplace by the DDA.

One final issue to mention is telephone calls. I hate using the phone, and will avoid it if I possibly can. Non-verbal communication and body language suddenly doesn’t work. If I get a block, it just comes over as a silence on the other end, and that’s quite hard to cover for. I’m usually okay once I get going, and it’s easier if someone calls me than if I call them, as they already know who I am, and what the topic of the conversation will be. So you may well find that people who stammer prefer email or face-to-face conversations than phone calls.

Finally…

I’ve gradually”come out” about my stammer over the last three years or so, and although it’s not been my experience that being open about it has made it go away or reduced it, what it has done is enable me to worry about it less. Of course, many people who stammer don’t have the option of hiding it, but what I would say is that my experience of being much more open about it has been entirely positive. The vast majority of people are more than capable of focusing on what’s being said rather than how it’s being said, and these days (especially in university environments) I think there’s more acceptance and understanding of difference and disability than in the past. Four out of five children who stammer will grow out of it, and I’d say that an even higher proportion of children who mock those who are different from them will also – largely – grow out of it. The workplace or the university campus is not the playground.

Right. That’s more than enough from me. Any comments or questions?

[Updated 27/09/19 to fix outdated links]

The consequences of Open Access, part 2: Are researchers prepared for greater scrutiny?

In part 1 of this post, I raised questions about how academic writing might have to change in response to the open access agenda. The spirit of open access surely requires not just the availability of academic papers, but the accessibility of those papers to research users and stakeholders. I argued that lay summaries and context pieces will increasingly be required, and I was pleased to discover that at least some open access journals are already thinking about this. In this second part, I want to raise questions about whether researchers and those who support them are ready for the potential extra degree of scrutiny and attention that open access may bring.

On February 23rd 2012, the Journal of Medical Ethics published a paper called After-birth abortion: why should the baby live? by Alberto Giubilini and Francesca Minerva. The paper was not to advocate “after birth abortion” (i.e infanticide), but to argue that many of the arguments that are said to justify abortion also turn out to justify infanticide. This isn’t a new argument by any means, but presumably there was sufficient novelty in the construction of the argument to warrant publications. To those familiar with the conventions of applied ethics – the intended readers of the article – it’s understood that it was playing devil’s advocate, seeing how far arguments can be stretched, taking things to their logical conclusion, seeing how far the thin end of the edge will drive, what’s at the bottom of the slippery slope, just what kind of absurdium can be reductio-ed to. While the paper isn’t satire in the same way as Jonathan Swift’s A Modest Proposal, no sensible reader would have concluded that the authors were calling for infanticide to be made legal, in spite of the title.

I understand that what happened next was that the existence of the article – for some reason – attracted attention in the right wing Christian blogosphere, prompting a rash of complaints, hostile commentary, fury, racist attacks, and death threats. Journal editor Julian Savulescu wrote a blog post about the affair, below which are 624 comments. It’s enlightening and depressing reading in equal measure. Quick declaration of interest here – my academic background (such as it is) is in philosophy, and I used to work at Keele University’s Centre for Professional Ethics marketing their courses. I know some of the people involved in the JME’s response, though not Savulescu or the authors of the paper.

There’s a lot that can (and probably should) be said about the deep misunderstanding that occurred between professional bioethicists and non-academics concerned about ethical issues who read the paper, or who heard about it. Part of that misunderstanding is about what ethicists do – they explore arguments, analyse concepts, test theories, follow the arguments. They don’t have any special access to moral truth, and while their private views are often much better thought out than most people, most see their role as helping to understand arguments, not pushing any particular position. Though some of them do that too, especially if it gets them on Newsnight. I’m not really well informed enough to comment too much on this, but it seems to me that the ethicists haven’t done a great job of explaining what they do to those more moderate and sensible critics. Those who post death threats and racist abuse are probably past reasoned argument and probably love having something to rail against because it justifies their peculiar world view, but for everyone else, I think it ought to be possible to explain. Perhaps the notion of a lay summary that I mentioned last time might be helpful here.

Part of the reason for the fuss might have been because the article wasn’t available via open access, so some critics may not have had the opportunity to read the article and make up their own mind. This might be thought of as a major argument in favour of open access – and of course, it is – the reasonable and sensible would have at least skim-read the article, and it’s easier to marshal a response when what’s being complained about is out there for reference.

However….. the unfortunate truth is that there are elements out there who are looking for the next scandal, for the next chance to whip up outrage, for the next witch hunt. And I’m not just talking about the blogosphere, I’m talking about elements of the mainstream media, who (regardless of our personal politics) have little respect or regard for notions of truth, integrity and fairness. If they get their paper sales, web hits, outraged comments, and resulting manufactured “scandal”, then they’re happy. Think I’m exaggerating? Ask Hilary Mantel, who was on the receiving end of an entirely manufactured fuss with comments she made in a long and thoughtful lecture being taken deliberately and dishonestly out of context.

While open access will make things easier for high quality journalism and for the open-minded citizen and/or professional, it’ll also make it easier for the scandal-mongers (in the mainstream media and in the blogosphere) to identify the next victim to be thrown to the ravenous outrage-hungry wolves that make up their particular constituency. It’s already risky to be known to be researching and publishing in certain areas – anything involving animal research; climate change; crop science; evolutionary theory; Münchhausen’s by Proxy; vaccination; and (oddly) chronic fatigue syndrome/ME – appears to have a hostile activist community ready to pounce on any research that comes back with the “wrong” answer.

I don’t want to go too far in presenting the world outside the doors of the academy as being a swamp of unreason and prejudice. But the fact is that alongside the majority of the general public (and bloggers and journalists) who are both rational and reasonable, there is an element that would be happy to twist (or invent) things to suit their own agenda, especially if that agenda involves whipping out manufactured outrage to enable their constituency to confirm their existing prejudices. Never mind the facts, just get angry!

Doubtless we all know academics who would probably relish the extra attention and are already comfortable with the public spotlight. But I’m sure we also know academics who do not seek the limelight, who don’t trust the media, and who would struggle to cope with even five minutes of (in)fame(y). One day you’re a humble bioethicist, presumably little known outside your professional circles, and the next, hundreds of people are wishing you dead and calling you every name under the sun. While Richard Dawkins seems to revel in his (sweary) hate mail, I think a lot of people would find it very distressing to receive emails hoping for their painful death. I know it would upset me a lot, so please don’t send me any, okay? And be nice in the comments…..

Of course, even if things never get that far or go that badly, with open access there’s always a greater chance of hostile comment or criticism from the more mainstream and reasonable media, who have a much bigger platform from which to speak than an academic journal. This criticism need not be malicious, could be legitimate opinion, could be based on a misunderstanding. Open access opens up the academy to greater scrutiny and greater criticism.

As for what we do about this….. it’s hard to say. I certainly don’t say that we retreat behind the safety of our paywalls and sally forth with our research only when guarded by a phalanx of heavy infantry to protect us from the swinish multitude besieging our ivory tower. But I think that there are things that we can do in order to be better prepared. The use of lay summaries, and greater consideration of the lay reader when writing academic papers will help guard against misunderstandings.

University external relations departments need to be ready to support and defend academic colleagues, and perhaps need to think about planning for these kind of problems, if they don’t do so already.

The consequences of Open Access: Part 1: Is anyone thinking about the “lay” reader?

The thorny issue of “open access” – which I take to mean the question of how to make the fruits of publicly-funded research freely and openly available to the public – is one that’s way above my pay grade and therefore not one I’ll be resolving in this blog post. Sorry about that. I’ve been following the debates with some interest, though not, I confess, an interest which I’d call “keen” or “close”. No doubt some of the nuances and arguments have escaped me, and so I’ll be going to an internal event in a week or so to catch up. I expect it’ll be similar to this one helpfully written up by Phil Ward over at Fundermentals. Probably the best single overview of the history and arguments about open access is an article in this week’s Times Higher article by Paul Jump – well worth a read.

I’ve been wondering about some of the consequences of open access that I haven’t seen discussed anywhere yet. This first post is about the needs of research users, and I’ll be following it up with a post about what some consequences of open access for academics that may require more thought.

I wonder if enough consideration is being given to the needs and interests of potential readers and users of all this research which is to be liberated from paywalls and other restrictions. It seems to me that if Joe Public and Joanna Interested-Professional are going to be able to get their mitts on all this research, then this has very serious implications for academic research and academic writing. I’d go as far as to say it’s potentially revolutionary, and may require radical and permanent changes to the culture and practice of academic writing for publication in a number of research fields. I’m writing this to try to find out what thought has been given to this, amidst all the sound and fury about green and gold.

If I were reading an academic paper in a field that I was unfamiliar with, I think there are two things I’d struggle with. One would be properly and fully understanding the article in itself, and the second would be understanding the article in the context of the broader literature and the state of knowledge in that area. By way of example, a few years back I was looking into buying a rebounder – a kind of indoor mini-trampoline. Many vendors made much of a study attributed to NASA which they interpreted as making dramatic claims about the efficacy of rebounder exercising compared to other kinds of exercise. Being of a sceptical nature and armed with campus access to academic papers that weren’t open access, I went and had a look myself. At the time, I concluded that these claims weren’t borne out by the study, which was really aimed at looking at helping astronauts recover from spending time in weightlessness. I don’t have access to the article as I’m writing this, so I can’t re-check, but here’s the abstract. I see that this paper is over 30 years old, and that eight people is a very small sample size…. so… perhaps superseded and not very highly powered. I think the final line of the abstract may back up my recollection (“… a finding that might help identify acceleration parameters needed for the design of remedial procedures to avert deconditioning in persons exposed to weightlessness”).

For the avoidance of doubt, I infer no dishonesty nor nefarious intent on the part of rebounder vendors and advocates – I may be wrong in my interpretation, and even if I’m not, I expect this is more likely to be a case of misunderstanding a fairly opaque paper rather than deliberate distortion. In any case, my own experience with rebounders has been very positive, though I still don’t think they’re a miracle or magic bullet exercise.

How would open access help me here? Well, obviously it would give me access to the paper. But it won’t help me understand it, won’t help me draw inferences from it, won’t help me place it in the context of the broader literature. Those numbers in that abstract look great, but I don’t have the first clue what they mean. Now granted, with full open access I can carry out my own literature search if I have the time, knowledge and inclination. But it’ll still be difficult for me to compare and contrast and form my own conclusions. And I imagine that it’ll be harder still for others without a university education and a degree of familiarity with academic papers, or who haven’t read Ben Goldacre’s excellent Bad Science.

I worry that open access will only make it easier for people with an agenda (to sell products, or to push a certain political agenda) to cherry-pick evidence and put together a new ill-deserved veneer of respectability by linking to academic papers and presenting (or feigning to present) a summary of their contents and arguments. The intellectually dishonest are already doing this, and open access might make it easier.

I don’t present this as an argument against open access, and I don’t agree with a paternalist elitist view that holds that only those with sufficient letters after their name can be trusted to look at the precious research. Open access will make it easier to debunk the charlatans and the quacks, and that’s a good thing. But perhaps we need to think about how academics write papers from now on – they’re not writing just for each other and for their students, but for ordinary members of the public and/or research users of various kinds who might find (or be referred to) their paper online. Do we need to start thinking about a “lay summary” for each paper to go alongside the abstract, setting out what the conclusions are in clear terms, what it means, and what it doesn’t mean?

What do we do with papers that present evidence for a conclusion that further research demonstrates to be false? In cases of research misconduct, these can be formally withdrawn, but we wouldn’t want to do that in cases of papers that have just been superseded, not least because they might turn out to be correct after all, and are still a valid and important part of the debate. Of course, where the current scientific consensus on any particular issue may not be clear, and it’s less clear still how the state of the debate can be impartially communicated to research users.

I’d argue that we need to think about a format or template for an “information for non-academic readers” or something similar. This would set out a lay summary of the research, its limitations, links to key previous studies, details of the publishing journal and evidence of its bona fides. Of course, it’s possible that what would be more useful would be regularly written and re-written evidence briefings on particular topics designed for research users. One source of lay reviews I particularly like is the NHS Behind the Headlines which comments on the accuracy (or otherwise) of media coverage of health research news. It’s nicely written, easily accessible, and isn’t afraid to criticise or praise media coverage when warranted. But even so, as the journals are the original source, some kind of standard boiler plate information section might be in order.

Has there been any discussion of these issues that I’ve missed? This all seems important to me, and I wouldn’t want us to be in a position of finally agreeing what colour our open access ought to be, only to find that next to no thought has been given to potential readers. I’ve talked mainly about health/exercise examples in this entry, but all this could apply just as well to pretty much any other field of research where non-academics might take an interest.