Implications of Federal Budget for SSHRC

While I am as concerned as anyone about the total amount of money allocated to the Tri-Councils and related agencies in the recent Canadian federal budget, I am more worried about another trend — the threat to peer decision making at the highest levels of grant making.

I suspect this kind of thing might also be happening elsewhere and perhaps my thoughts on this Canadian example will give you new questions to ask of your own government’s funding machinations.

In Canada we have 3 federal research granting agencies: Natural Sciences and Engineering Research Council, Social Science and Humanities Research Council, and Canadian Institutes for Health Research. These are referred to collectively as the Tri-Councils. Much of what I argue here applies to all three. I will specifically refer to SSHRC in my examples as it is the council I know best.

Here is the relevant section of the Budget Plan. (my emphasis)

Promoting Post-Secondary and Private Sector Research Collaborations

Economic Action Plan 2012 proposes $37 million annually to enhance the granting councils’ support for industry-academic research partnership initiatives.

The federal granting councils support outstanding research and advanced training at post-secondary institutes and research hospitals. The granting councils have been increasing their focus on partnerships between post-secondary researchers and companies to target research to business needs and transfer knowledge into economic advantage.

The granting councils will be pursuing operational efficiencies and reallocation of funding from lower-priority programs to generate savings. The Government will fully reinvest 2012–13 savings in priority areas of the granting councils, particularly in industry-academic partnerships.

Specifically, Economic Action Plan 2012 proposes $37 million annually starting in 2012–13 to the granting councils to enhance their support for industry-academic research partnership initiatives. The new resources for the councils will be allocated as follows:

  • $15 million per year to the Canadian Institutes of Health Research for its Strategy for Patient-Oriented Research.
  • $15 million per year to the Natural Sciences and Engineering Research Council for its Strategy for Partnerships and Innovation.
  • $7 million per year to the Social Sciences and Humanities Research Council for its industry-academic partnership initiatives.

On the money question, the budget is very clear that this is a “reinvestment” of $37 million ($7 million of which is for SSHRC), which is political-speak for “the budget will stay the same”. And yet, there is a clear direction here to reallocate that budget to “priority areas” with a particular focus on “industry-academic partnerships”. That paragraph I’ve put in red seems to be the key to what is going on.

Unlike in previous years there is no splash about “new money for research on ______” which masks an underlying freeze of the core budget. But a defacto cut to that core budget is being obfuscated by a headline “reinvestment” and some rather vague “redirection”.

Who decides the priorities for University-based research?

The Tri-Councils (SSHRC, NSERC, CIHR) are arms-length agencies of the federal government. This means that while they are publicly funded and report to a federal minister (Industry in the case of SSHRC and NSERC, Health for CIHR) they have considerable latitude about how they achieve that mandate.

Decisions about specific programs and how the budget is allocated between them are made by the governing council of the agency. That governing council is appointed by government but (for the research granting councils) has been made up of senior academics and others with direct experience of university-based research. In other words, the decisions about allocation of funds between investigator driven and strategic priorities are made by peers.

There was a bit of a public outcry about the appointment of a pharmaceutical company executive to CIHR’s council a few years ago which drew attention to the importance of those decisions being made by those who have a deep practical understanding of university-based research, particularly basic, investigator-driven research. But there has been less public outcry about a slower shift in the decision making that has been happening over the past several years.

Starting about 15 years ago and continuing under both Liberal and Conservative governments, the core budget of the Tri-Councils (the part that the governing councils allocate) has been basically frozen. All new money for research has come with various strings attached.

Two types of string

Some of that money was allocated to the councils with a priority area specified: The Initiative on the New Economy, funding for research on Northern and Environmental issues, funding for business research, etc. These appear in the SSHRC program descriptions as Priority Areas (although not all priority areas were decided in this way; funds for Aboriginal Research were allocated by SSHRC’s council to this strategic area).

The council still decides what types of programs — large collaborative or smaller individual grants, for example — and how the overall budget for that priority area will be divided between those programs. Peer adjudicators have substantial input into how the relevance of particular proposals to the priority area is determined.

In fact, sometimes that money goes in places that those who lobbied for it were not expecting. This article about the funds for business research is interesting. See also comments by N. Ghoussoub.

While those programs generally have more stringent requirements for knowledge mobilization, and perhaps even some funds allocated to Public Outreach grants, the bulk of the money is used to fund investigator driven research in the priority areas. In fact, the recent program architecture changes at SSHRC have meant that adjudication of applications for these funds is fully integrated with other investigator driven grant applications. (See my post on Priority Areas for an explanation of how this works.)

The primary effect of attaching this kind of string to funding has been on the proportion of all research funds spent in particular areas. A secondary effect has been to increase the attention paid to knowledge mobilization to non-academic audiences.

Over the same period, there have been funds which appear to be part of the Tri-Council budgets from the perspective of applicants but which are really only administered by the Tri-Councils.

The Canada Graduate Scholarships program is one example of this type. Everything down the the amount of the scholarship to be awarded was decided outside of the councils. All they do is run a peer review process to award the scholarships to students. This created all kinds of issues in relation to the relative value of CGS awards compared to doctoral awards funded from SSHRC’s core budget, as well as issues of where the award could be held.

Canada Research Chairs, Canada Research Excellence Chairs, the Vanier scholarships, and the Bombardier scholarships are also examples of this kind of funding.

The funds for these programs are administered by the Tri-Councils and are thus reported in their annual financial reporting but are not really under the control of their governing councils in the same way as other funds.

Success rates drop as “new funds” are announced

During these years each budget announcement seems to bring glad tidings of increased investment in university-based research. And yet success rates drop in what researchers consider the main granting programs — SSHRC’s Standard Research Grant (now Insight), NSERC’s Discovery Grant, and CIHR’s Operating Grant.

These programs are all funded from the core budget which has remained about stable through this period, and even saw as small drop a few years ago under program review. The costs of research have not remained stable, being subject to inflation just like anything else. Add in the increased demand for grant funding, fueled in part by the squeeze on other parts of the higher education budget (allocated provincially, just to make matters even more complicated for non-Canadian readers) and you have more people asking for more money from the same size pot that was there 15 years ago.

What’s new and troubling in 2012?

In this budget there are no announcements of “new funds” to distract us from a frozen core budget. Instead we have a “reinvestment” of the amount everyone in the sector is familiar with. Sighs of relief all around. No cuts.

Read more closely though, and we see that there are cuts. The “savings” will be “reinvested” to maintain the overall budget.

It is no longer just the additional funds which come with strings. The federal government is now exerting more control over the funds in the core budget. Naming the basic programs, the programs that researchers value most, as “low-priority”. Instructing the councils to redirect funds from those “low-priority” programs to “priority areas”. And further indicating that these funds should be spent on “industry-academic partnerships”.

This significantly reduces the role of the governing councils of the granting agencies in allocating funds and setting priorities for meeting the mandate. Considered alongside the concerns expressed by N. Ghoussoub about what is happening in related areas and how that might play out, academics should be very worried, not only about the level of funding for university research but also about the principle of peer decision-making.

This budget also continues a process whereby federal funds for research are directed to other non-university organizations. In the 2012 budget, it is the Canadian Institute for Advanced Research, a private non-profit organization, which receives such funding. These institutes do valuable and high quality academic research but, as N. Ghoussoub has pointed out in his post on the 2011 budget, the process by which they are selected as funding priorities circumvents “traditional practices for funding decisions through open competition and peer-review”.

Yes, at the level of awarding grants to individuals who have applied to specific programs at the Tri-Councils, the principle of peer review is alive and well. However, the peers who sit on those committees make their decisions based on program criteria decided by others. The governing council, made up largely of senior academics and others with direct experience of academic research, signs off on those program criteria. The amount of money over which they have this control is dwindling annually.

The implications of this are considerable but this post is already long.

HT to N. Ghoussoub who first alerted me to these issues in his March 31 post. He has since posted again on the subject. I recommend reading both. Like me, he focuses his examples on the council he has most direct experience and knowledge of, in his case NSERC.

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What the delay to SSHRC Insight results might mean

The other day this turned up in my Tweetstream

The SSHRC Insight competition is timed such that decisions are made in time to release funds at the beginning of the federal budget year (April 1). Normally, results are communicated to universities at that time, although letters to applicants (which include scores, and feedback from the committee and external assessors) don’t usually appear until sometime in May.

The fact that the decisions are delayed tells me that SSHRC is making changes in this competition budget. This is unsurprising given this sentence in the recent federal budget:

The granting councils will be pursuing operational efficiencies and reallocation of funding from lower-priority programs to generate savings.

I plan to write another post about the broader implications of the budget but here I want to focus on what might happen to the current competition.

Obviously one option would be to decide not to make any of the required savings from the budget for the Insight program. I suspect this is unlikely as it would mean greater savings from other programs. Since the new program architecture has a nice balance between grants to individuals and small teams and larger collaborative projects, and has also instituted a Development Grant program to recognize the particular needs of new scholars and those changing the direction of their research programs, it seems unlikely that they would shift that balance.

This suggests that the budget they are allocating based on the peer adjudication that happened in March is now smaller than was originally envisioned.

There are 2 ways that they can address this sudden contraction:

  • reduce the success rate
  • an across the board cut to project budgets

Neither option is going to be popular.

In the first scenario, those who are funded will be funded at the rate the committee deemed essential to complete the project as proposed (which may be slightly lower than the proposed budget but based on the opinions of your peers as to what you really need). Since success rates have been running in the 30-35% range over the past few years, that would probably see them drop to something close to 25%.

In the second scenario, the success rate would stay the same (about 30%) but those funded would have an arbitrary cut to the budget the peer review committee agreed (see parenthetical comment in previous paragraph). SSHRC did this in the Standard Research Grant competition in 2006 to maintain a success rate closer to 40% in the face of increased numbers of applicants and increases in the requested budgets. It was not popular and led to the decision to reduce the success rate the following year.

Personally, I think the 2nd scenario would be the lesser evil. Having some funding enables you to do more research than you can with no funding. SSHRC states that it funds programs of research which means that while you might have to scale back your program based on the funds awarded you should still be able to make a significant contribution to knowledge even with a reduced budget.

That said, the overall picture is not promising.

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Just because it doesn’t feel productive…

My clients often space their coaching sessions about 2-4 weeks apart. In between sessions, I have them send me a weekly e-mail update of what they have accomplished.

A couple of my clients are working on writing projects right now. And some weeks, their updates are less than enthusiastic. They are discouraged by their progress.

Here’s a different angle on reading that doesn’t feel like real research.

You might spend a lot of time reading with a particular project in mind only to discover that nothing you read is going to end up in what you are writing.

Although that feels like you wasted several hours reading stuff you didn’t need to read, it was actually time well spent.

If you hadn’t read those articles, you wouldn’t know that they weren’t relevant. You would probably have spent time and energy worrying about whether you could really call what you are writing “finished” until you read them. The emotional effect of worrying about it would be equal to or greater than the actual time spent thinking about it.

More importantly, there were good reasons you had those articles on your Must Read list. Even though you have decided that they are not relevant, reading and thinking about those articles has clarified your writing project.

Sometimes the impact of an article on your work is positive, and it gets cited. Other times, reading and thinking about an article helps you clarify that this is not the direction you are going in. The fact that you don’t actually write about that part of the research process in the final product (and thus don’t cite this work) does not mean that reading the article was irrelevant to the development of the project.

It is normal for some weeks to feel crazily productive and other weeks to feel like you are walking through quicksand. If you are making progress, no matter how slow, it was a good week.

Want some help?

If you think having someone in your corner, helping you make plans and set priorities, cheering when you have a great week, reassuring you when you feel like things are moving too slowly, and reminding you that what you did this week really was productive, that’s what I mean by “coaching”.

How many sessions?

 

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What is “research”?

Back in late January and early February, Rohan Maitzen published a few very thoughtful posts about what counts are research, the apparent conflict between research and teaching, and related issues.

The title of one of these posts was “When is Reading Research?” a question that really highlights some of the underlying issues.

When we talk about “doing research,” I think we conventionally mean reading in service of a particular research project, that is, reading in pursuit of a foreseen research product, a published essay or book. Does that mean that reading for which we cannot already identify such an outcome is not research, then? Certainly it’s reading for which we can get no particular institutional support. For instance, if I want to get a research grant, it does me no good to justify my budget on the grounds that I am gathering materials on subjects about which I would simply like to know more than I do, or in which I have a developing interest but, as yet, no idea what, if any, payoff there will be in terms of publications.

As I responded in the comments (edited for obvious typos):

I am also worried by the way that research that fits into the mandate of the federal granting agencies (like SSHRC) is privileged to the extent that it is coming to define what counts. I don’t think the intention ever was that those agencies would cover all of the research and scholarship being done in universities. The fact that a certain goal-oriented style is suitable for a SSHRC grant does not mean that is the only thing that counts as research.

The fact is that while your research may produce products — publications, lectures, advice to policy makers, training programs for practitioners, reading guides, etc — it is only once that research has advanced considerably that you can begin to identify what those products might be.

This focus on the products in the dominant discourse about research has effects that extend way beyond those Maitzen is most concerned about. In particular, it affects your ability to actually devote time to research.

Sooner or later you’ll need to do this kind of reading

The reading that doesn’t have an obvious goal — preparation for a specific class, research for a particular project — is the work most likely to be treated as a hobby. More often than not it becomes the hobby you don’t ever get around to.

Of course you can be incredibly productive without too much new reading for a while. Most of what you read is complex and multi-layered. You can keep going back to it and finding new things. The theory that you read for your PhD will keep you going for a good long time.

For many people, it takes some kind of crisis to get them reading again. At some point you need to add fuel to your intellectual fire.

The problem with waiting for the crisis is that it’s going to create a dip in your productivity. This might be okay but if you are in the UK (the REF cycle is fixed and dips and troughs can wreak havoc with your record), or approaching an important milestone like confirmation of your appointment/tenure or a promotion, it can be rather disruptive.

Making reading a habit

Even without that kind of external pressure, the fact that your research habits have developed around things with reasonably immediate goals mean that you will feel weird if you just sit there and read for no apparent purpose other than to learn new things and contemplate what that might mean for future projects/products.

The kind of writing that you do in these early stages of research might also feel unproductive. Making notes. Freewriting about new ideas. Struggling to connect the new material to some of the ongoing themes of your research. Even trying to say something scholarly about a new area.

My recommendation is to try to integrate reading and that unproductive kind of writing into your normal research routine. This might be a second stage thing. You might need to work on getting into the habit of doing research regularly, even for 30-minutes a day.

Of course, expanding your sense of what counts as research might also help you make that time. Put it on your to-do list as a block of time (however small) and count it as an accomplishment if you spent that time doing some kind of research-related activity.

I can help

Ever wonder what I mean by “academic career coach”? Well, one of the things I do is help you figure out what you want to be doing and how to find time for it. A few of my clients also check in with me weekly about what they accomplished that week. They find it helpful to write it down for someone. And I cheer.

I am particularly good at helping you identify what’s really going on when you are beset by gremlins who are making it difficult for you to do this work. Those gremlins can be very persuasive and borrow lines from the VP (Research) and others to berate you about your (perceived) inadequacies.

And when you are ready to apply for a grant, or figure out how to get this stuff published, I can help you with that, too. In my experience, that stuff goes so much better when you wait until the right point in the research to really think about it though. In the meantime, I can help you craft a response to actual living people who say gremlin-ish things.

Book a session

How many sessions?

 Or contact me with your questions.

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Academia is not a world apart

Most of the time when I sit down to write posts, I have a particular audience in mind.

Most of my clients are tenured or tenure-track academics in the social sciences and humanities, or the equivalent. Sometimes I have specific individuals in mind when I write even though I am writing about the issue because I know it applies more widely.

I promote these posts on Twitter, where I follow a wide range of people, many of whom are not at all associated with academe. Knitters, homeschoolers, old friends, other small business owners, people I have come across because they have said interesting things and someone I follow has replied or retweeted those interesting things…

And you know what? Those people often read my posts, tell me how useful they are, retweet the link to their followers. Here’s one example:

@Ipstenu is not an academic. As far as I know she doesn’t have a PhD, nor any desire to get one. She works in what academics sometimes refer to as the Real World™.

The things I say about careers, workload, and so on resonate with her. They resonate with other people who work out there in the Real World™, too.

Maybe you want academe to be different. Really different. So different that anything I said about it would make people outside of the academic world screw up their faces and wonder if they’d dropped into a parallel universe.

It’s not. You work for a large organization with thousands of employees. That entails a certain level of rational organization that we call bureaucracy (Max Weber figured this out over 100 years ago; ask a sociologist). That organization is part of a wider economic system that is capitalist in nature. As Marx pointed out many many years ago, that doesn’t mean elements of feudalism don’t remain and academia does carry a few of those.

The things that are happening to academic labour are happening in pretty well every sector of the economy: the decline of secure employment, downward pressure on wages, increased workloads, reduction in benefits, increase in casual and precarious employment, etc.

There are great reasons to be an academic. I will continue to serve the community who does this work because I believe that the work can be rewarding and is valuable.

And for those of you who don’t find it rewarding or who, due to circumstances you can’t control, have been unable to find a way to secure the academic position you want, the world outside is not a big scary pit of vipers.

You do not need to abandon all of your values and develop a completely new skill-set to find a rewarding job in another sector. You may not even have to leave the sector, just broaden your view of how you might fit within it.

Yes this is scary. Yes it is hard work. There is no easy path.

Julie Clarenbach and I have developed a 6-week class that helps you get started. It starts tomorrow, March 7.  Join us.

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