Fostering Transformative Research in the Geographical Sciences (2019) / Chapter Skim
Currently Skimming:
4 Fostering Transformative Research Today
4 Fostering Transformative Research Today
Pages 47-58
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 47... ...
With this background, this fourth chapter addresses the second part of the third question of the committee's charge: how transformative research "can be fostered in the geographical sciences." Chapter 2 established that transformative research has been of critical importance to the geographical sciences in the past. Chapter 3 established that transformative research is of critical importance to the U.S.
|
From page 48... ...
This is followed by a discussion of the research culture in the geographical sciences and how it might be more conducive to transformative research; then by a section on the issues raised by traditional practices in academic career advancement; and finally by a section on practices in research funding. INITIATIVES IN EDUCATION For research to be transformative in the NSB report's definition (NSB, 2007)
|
From page 49... ...
While these awards often give students valuable laboratory and research experience, expose them to the planning and management of research, and train them in research methods, the awards might also be seen as opportunities for fostering transformative research, by engendering the kinds of critical, creative, and independent thinking that such research requires. As the committee noted in Chapter 2, it is easy to trace the influence of charismatic and provocative mentors on the individuals who in turn contributed and led new transformative research.
|
From page 50... ...
program should examine the degree to which its awards, especially those in support of geographical education, foster the potential for transformative research among the students who benefit from these awards, and encourage principal investigators to give attention to such potential in their proposals. THE RESEARCH CULTURE Research in the geographical sciences is housed in various disciplines, primarily geography but also computer sciences, cognitive sciences, statistics, and engineering, as well as in the disciplines that apply the knowledge of the geographical sciences, including all of the social and environmental sciences and increasingly the humanities.
|
From page 51... ...
While collaboration with Europe and many Commonwealth countries is common in the geographical sciences, and collaboration with researchers in China is increasing, collaboration with many other parts of the world remains adversely impacted by differences in language and research culture, problems with travel and communication, personal security, and the lack of bilateral or multilateral funding programs. Yet, such collaborations could be enormously stimulating, bringing a host of new ideas and perspectives.
|
From page 52... ...
Several foreign examples now exist of the value of multidisciplinary, multisector research collaborations in GIS and remote sensing of the environment, although no comparable project yet exists in the United States. In Australia, the Australia/New Zealand Cooperative Research Center in Spatial Information assembles academic, industry, state and federal governments, and local entities to undertake high-impact, collaborative research that can be demonstrated to lead to accelerated industry growth, improved social well-being, and a more sustainable environment.
|
From page 53... ...
. While these arguments have been presented in the context of career advancement, they are clearly relevant to the evaluation of research proposals and to efforts to foster transformative research in the geographical sciences.
|
From page 54... ...
The requirement that CREATIV proposals be approved by program officers from at least two directorates also helps to add confidence in what is essentially a simplified review process. Similarly, ESRC's program of support for transformative research in the social sciences uses a novel review process, augmenting the traditional panel review with a "Pitch to Peers" session, in which competing PIs review and discuss all of the shortlisted proposals in the current competition (see Chapter 1)
|
From page 55... ...
These recommendations include finding better ways of preparing young geographical scientists for transformative research, identifying ways in which the research culture of the geographical sciences can be made more conducive to transformative research, addressing aspects of the process of career advancement that inhibit transformative research, and exploring novel approaches to the development and review of proposals for funding transformative research. None of these recommendations can directly address the concerns raised in Chapter 3 on the overall state of national science policy and performance.
|
From page 56... ...
Specifically targeting the training of students in the nature and achievement of transformative research (Recommendations 1 and 2) will help to ensure a larger proportion of highly educated individuals has the capacity to advance the geographical sciences and to offset both the potential declines in the absolute numbers of such highly trained individuals and the increasing competition by such students trained in other countries (Challenges 3 and 4)
|
From page 57... ...
FOSTERING TRANSFORMATIVE RESEARCH TODAY Figure 4.1 Linkages among the four challenges of Chapter 3 and the recommendations of Chapter 4.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.