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Why do I want to stay in academia?
Through the media and social media, Iâve been reading a lot about the issues of being in academia: questions around why we do what we do, why people want to leave, is it effective at training for skills, and do we need stronger statements of academic freedom. I struggled through this myself recently, and I applied my skills as a scientist to create a model. In this article, I discuss my understanding of the purpose of academia, and why I want to stay
The University of Sydney quadrangle
During the early part of my career, I was only worried about whether I was enjoying what I was doing, as that was the advice I got. As I moved through my postdoc, I learned a lot of what academics do by being involved with the work of more senior people, such as helping with supervision or helping with the administrative side of large grant applications. However, the jobs I was doing seemed to be disjointed and had no common purpose, even though I enjoyed them.
I was prompted to think about the broader role of academics within society, because of three things. One is the review in Australia about intellectual freedom and freedom of speech in in early 2019. The second is the long-running debate around the efficacy of universities in providing skills to industry. The final, was more personal, and involved my health and a couple of significant life events which I will not mention here.
I was in the process of recalibration. I felt lost, and I didnât know why I was doing what I was doing anymore. I decided to reflect on what I enjoyed in my work at the university, and what I didnât enjoy. It still seemed random, the things I was doing. Iâm a scientist, so I naturally tried to make an abstraction of all of these things, a model to make sense of all of the data.
The conclusions I made at the end, was that an academicâs purpose is threefold: (1) to keep knowledge alive, (2) to generate new knowledge, and (3) to train the next generation on these two things. The different academic levels of reflect the different types of technical competence, and later the leadership, you need as you progress in your career.
Keep knowledge alive: It is very difficult to read a paper that is not in your field, and understand whatâs going on. Expertise in a field is representative of keeping that particular area of knowledge alive. This makes it faster to implement a new idea in that field. By having expertise, we are able to recognise novelty when we see it.
Generate new knowledge: My supervisor once told me that part of a scientistâs job is to document our work. As Adam Savage says, âThe difference between screwing around and science is writing it down.â Thatâs why we publish papers, why we peer review manuscripts, why we acknowledge previous work. Our expertise means that we are able to construct a logical and cohesive argument for the validity of a new piece of knowledge in our field, in the context of the evidence.
This is also why academic freedom is important, we must ask the questions that will increase our body of knowledge. Sometimes that question is unpopular in the field, sometimes itâs been forgotten because we didnât have the tools to investigate it further. But I think a possible limitation to academic freedom is that it must be relevant to the topic.
Train the next generation: Our limited working life means that both our knowledge and our ability to generate new knowledge must be passed onto students. This is why we teach coursework so the students can gain the requisite technical skills. This is why we train PhD students, so they can become experts on a topic, as well as learn how to construct a thorough argument for a new piece of knowledge.
Different levels: This is something that I donât really know much about for higher level, as I am a mid-career researcher. I do have experience and insights up to this point.
An undergraduate student gains the skills and knowledge in an area. They are able to say, âI have a question, I donât know the answer, but I know how to find it.â
A PhD student learns how generate new knowledge. They can say, âI have a question, I donât know the answer, I canât find the answer, but I can develop a method to find out.â
A postdoc is a professional researcher, who is usually collaborating on an existing project, but has the skills to perform the research. They say, âI have a question, I donât know the answer, the answer doesnât exist, but I can find out.â
The further levels above me are sketchy. But from my understanding, progressing up the academic career ladder involves leadership. My understanding of research leadership is asking the question, âWhat are the questions?â
By understanding how the pieces fit together, I had a better understanding of what academia means to me. During my PhD, I used to tell the other PhD students about my ideas, which usually were not technically feasible. We called these sessions âcrackpottingâ because they were usually crackpot ideas! But I remember them fondly. At the end of the day, the job is fun, but having the opportunity to advance society, by pushing the boundaries of human understanding, is part of the calling of academia.
Three bad reasons to do a paostdoc
Lucy feels a wave of relief rush over her. She just passed her Ph.D. defense; her long journey in grad school is finally over. Sheâs not sure where her path will take her next, but sheâs not worrying about that for now.
As she and Thomas, her adviser, walk away from the exam room, he excitedly says, âLinsey told me she has an open postdoc position in her lab.â Linsey had served as the external examiner during Lucyâs defense, and she was impressed by Lucyâs research and knowledge. âShe thinks it would be a good fit for you.â
âI am not sure if I want to do a postdoc,â Lucy responds meekly.
âWhatâs the matter with you?â Thomas says playfully, thinking that Lucy is joking. After all, Linsey is at the top of Thomasâs private list of âYoung Scientists Most Likely to Win the Nobel Prize.â And she is a fantastic person: smart, humble, respectfulâsomeone who would be a great mentor.
An awkward silence follows. âYou need a postdoc to become a professor,â Thomas blurts out.
âI know. But I donât want to become a professor.â
âBut you would make an excellent prof!â
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âI donât like teaching, Thomas. Students would run away crying if I tried to teach them the basics of biochemistry. And I canât imagine sitting at a desk writing one grant proposal after another. I am a better fit for industry.â
Thomas sighs, knowing that it is impossible to argue that professorships hardly involve teaching and grant writing. So, he switches gears and makes a new argument: âEven if you donât become a prof, getting work experience in Linseyâs lab will be great for your resume.â
âIf you ask me, you would be crazy not to take it,â Thomas says before opening the door to the buildingâs indoor garden, where Lucyâs colleagues had already gathered for a postdefense celebration.
âCongratulations!â they all say at once.
âHow was it?â Markâa Ph.D. studentâasks. Lucy surveys the group. Some of her peers, she suspects, are looking for a juicy story. Others are probably hoping to hear that the big exam they still have to pass isnât as scary as theyâd imagined.
She replies theatrically, âOh, it was miserable!â
âReally?â Mark asks with eyes as large as Ping-Pong balls.
âNo, it wasnât. Nerve-wracking, yes. But after a few minutes, it was clear that they just wanted to have a constructive conversation about my science. It was fun! And, I only have minor corrections to do. Theyâll take me less than a week.â
âShe did a great job,â declares Thomas. âPassed with flying colors.â
Linsey and a few other professors who were on Lucyâs committee walk in the door. Thomas goes to the far end of the garden to greet them.
Mark continues the conversation. âWhatâs next, Lucy? Vacation?â he asks.
âVacation?â Lucy laughs. âI am a little strapped for cash. I need a job first. Iâve applied for a few positions in industry. But Thomas just told me about a postdoc position in my external examinerâs lab. Maybe I should take itâin part so that I know Iâll have a job. Thomas also tells me that it will be good to get some work experience as a postdoc.â
âDefinitely,â Mark agrees. âYou canât get the really interesting jobs straight after your Ph.D.â
Sandra and Hans both frown.
âRubbish,â Sandra says. âYou donât need postdoc experience to get a job in industry. Why would you want to spend a few more years making barely more than a grad student salaryâespecially when a postdoc isnât needed for what you want to do?â
âExactly,â Hans adds. âPlus, the longer you stay in academia, the harder it is to leave. Thatâs what Iâve heard.â
Thomas calls Lucy over to where heâs talking with Linsey. She leaves the group and walks over to that side of the room.
âIâve told Lucy that you have a postdoc position available,â Thomas starts the conversation, looking at Linsey.
âI do. Are you interested in it, Lucy? I think you would be a great fit for our team,â she says with a broad grin, before going on to explain how closely aligned the project would be to what Lucy studied during her Ph.D.
âThank you. I feel flattered,â Lucy says. âCan I think about it and get back to you?â
There are good reasons to do a postdoc, even if you donât want to stay in academia. For instance, it might offer international experience or an opportunity to change fields. But a postdoc shouldnât be viewed as the default option, and you should go into the decision with your eyes wide open. Here are three bad reasons to do a postdoc:
1. Your Ph.D. adviser tells you it is a good idea.
Professors are scientific advisers, not career advisers. Theyâve pursued an exceptionally focused career track, and they wonât necessarily be aware of all the other options that are out there. Many professors also view a postdoc as the default option, especially for high-achieving grad students. But this view isnât correct: Even if youâre a successful grad student, that doesnât mean you should stay in academia. You may be happiest in your career if you find a job elsewhere.
2. You think it will increase your market value.
Youâll likely need to do a postdoc if you want to land a faculty job. But for most jobs outside of the professorate, thatâs not the case; your academic credentials will be enough by the time you graduate with a Ph.D. Also, keep in mind that if you do a postdoc, it may make it harder for you to transition to a nonacademic job. Some managers in industry, for instance, may see âpostdocâ on your resume and view that as an indication that you are not genuinely interested in an industry career.
3. A postdoc is the easiest job to get.
Staying in your Ph.D. adviserâs lab for a postdocâor following their recommendation to join a colleagueâs labâis often the easiest way to prevent unemployment after you graduate. If you truly have no other options, then maybe you should consider taking the offer temporarily. But keep in mind that you probably have more options than you realize, and itâs important to think through them carefully. Before agreeing to do a postdoc, ask yourself, âWill I get something valuable out of this postdoc, or am I doing this because Iâm afraid to step out of my comfort zone?â If you donât see yourself benefiting professionally from the position, then it might be best to take a risk and leave academiaâbecause in all likelihood, the sooner you do so, the better it will be for your career.
Philipp Gramlich (NaturalScience.Careers) and David Giltner (TurningScience) contributed to this article. Philipp combines industry and academic experience in his workshops and talks for scientists. David teaches scientists how to design and build rewarding careers in industry.
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