This blog post addresses the way that early-career academics feel encouraged to engage in public or interactive communication, yet find that the professional assessment of these activities is still fairly low – and that the professional “risk” isn’t the same for everyone.
On July 18 2013, this piece was re-posted on the LSE Impact Blog titled “More attention should be paid to the risks facing early career researchers in encouraging wider engagement”.
Sometimes (well, often) when we engage in debates about education, we take for granted the ways in which underlying concepts provide a basis for assumptions about education’s purpose – and thus a framing for the discussion. In this post I discuss the critiques of education that we often see in media coverage and political argumentation, and how education is perpetually “failing” because it’s assigned a task that can never be complete.
This was a follow-up post that I wrote (published on October 21, 2011) after a briefer article of mine on academic blogging was published in University Affairs. I wanted to get into some more of the reasons why blogging is still considered a lesser form of communication, and therefore isn’t something that usually contributes to building an academic career.
This article appeared in both the print and online versions of University Affairs; it addresses the pros and cons of engaging in blogging, for academics.
The article was re-published on the LSE Impact Blog site on November 30, 2011. I also wrote a follow-up blog post dealing with some of the issues I couldn’t include in the original post (due to lack of space).
A post I wrote for Speculative Diction a few weeks ago was shared on LSE Impact Blog.