In recent years, there have been many reforms to the incentive system that social science academics (those in the fields of economics, finance, psychology, management, health, marketing, etc.) live under in Australia. There was the Research Quality Framework, then the ERA, and now something based on expert panels that is perhaps closer to the ERA in Britain. There have also been fluctuations in the amount of money pumped out to academics via the ARC, the NHMRC, local state funding, and many direct research outfits (like CSIRO). I first want to make some observations on the changed incentives for academics, before going into actual recommendation as to how we could get our top academics to do more work on Australian policy matters. In short, if you want more of the top academics to write on Australian policy issues, I would recommend setting up specialised PhD institutes like the European Institutes, and I would recommend a more relaxed attitude to privacy when it comes to the use of Australian datasets by academics.
Observations:
1. At the top end, it has been publish or perish long before the government got into the game of assessment exercises. Good young budding academics knew that in order to be seen as a top academic they had to do well in the international publication game. Like it or loathe it, that game is dominated by Europeans and Americans. This doesn’t mean that it is impossible to do work on Australian issues and get into the top journals, but it does mean that one ultimately has to work on the things that interest European and American editors and referees. Hence a cute Australian experiment with a policy that might also be introduced elsewhere (say, the baby bonus or HECS) has a shot. An analysis of the labour market dynamics in Australia has no chance. As a result, many of the top academics have told their best students in the last 30 years or so not to work with Australian data and to preferably go and study somewhere else. It is a form of cultural cringe in that one has an insufficient degree of pride in ones’ own country, but many felt this was the honest advice they owed their students. Australia is not alone in this. We interviewed job market candidates from Britain this year whose supervisor had told all his students to work with American data in order to have more chance of top publications.
2. The research assessment exercises have made the reality above visible to everyone. In particular, it has made it visible who has not played the international game at all and who has. Even though it was only in place shortly, it has lead to major changes in the power structure inside academic schools, and now that that genie is out of the bottle it wont go back in. Those who publish a lot in leading journals were promoted much faster than they would have been otherwise, whilst those who didn’t do any visible research had to become administrators if they still wanted to have a chance of being called professor. This was both good and bad. It was good for the highly talented who felt frustrated that there was no clear way in which they could outperform others, whilst it also, at a stroke, stigmatised individuals who made different, but still worthy, investments, such as in teaching quality or local research groups oriented towards Australian policy. At a stroke they were visibly designated as second rate, whereas before they could at least with some probability get away with saying they were world-class (which, in a local sense, they were). The recent demise of the ERA changes nothing about this reality, so don’t expect any tweaked version of the ERA to make much difference. The real losers from the recent change in the ERA are those who only look good on an A/A* publication schedule, but whose work is not cited, who have few grants, who teach small classes, who do little service, and who basically play no other game than the international publication game. And they do not really lose any of their reputation, but their desirability for institutions looking to do well in ERA rankings is slightly reduced, which might cost them some of their loadings.
3. Even though teaching is the core business of the tertiary sector, the assessment exercises have contributed to the gradual marginalisation of teaching that has happened the last 20 years. Teaching in academia is now considered a second-rate activity, one that is actively avoided by the up-and-coming. In fact, the reduction in the status of teaching in academia has gone so far that teachers are now at the very bottom of the university hierarchy, behind administrators who can boss them around and pester them with forms; behind junior researchers who know nothing about real life but who play the journal game better; and even behind contract workers. It is no wonder that the academic teaching profession is not attracting good youngsters and has to rely heavily on migrants who will by design know less about Australian policy issues and will have less interest in it.
4. The advent of the internet has increased the possibilities of academics to move into the market for Australian economic issues. Blogs, tweets, homepages, and virtual centers have reduced the costs of speaking to the general public and to the policy makers. This has made the returns to Australian policy work more direct and higher, though paradoxically it tends to reward fairly shallow commentary rather than real understanding (I say this as a blogger). This trend is still continuing.
5. The government bureaucracy has had an increasing appetite for academic involvement. Hence there has been an explosion of groups loosely affiliated with universities that essentially do work for the ministries. They write reports on poverty, Aboriginal issues, health, urbanisation, transport, tourism, etc. They evaluate proposals by industry and other ministries. They set up courses for the bureaucracy and in almost every other way provide intellectual services to ministries that seem to treat academia as a substitute for in-house expert knowledge.
In short, it has been a mixed bag for the incentives to do work on Australian policy. At the top research end, all the incentives are not to bother and the best students who could be interested in it are actively dissuaded from pursuing Australian issues. At the bottom teaching end, the reduced status of teaching has lead to a large reduction in the amount of local content that will be taught to the next generation, just by virtue of who teaches it. But elsewhere, work on Australian issues has blossomed like never before. There are thus more than enough report-writers, too few teachers, and perhaps too few top academics involved in Australian economic and social policy issues.
(Continued)