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Strategies to sustain your research during heavy-teaching semesters

Recently, my good friend Dr. Amanda Bittner (Memorial University of Newfoundland) told me that she was suffering from focusing again a lot on teaching and as a result, her research was not progressing as much as she would have wanted to.

My biggest fear has always been not being able to publish (or not sustaining my daily writing practice) throughout my heavy-teaching semesters. I do acknowledge again my privilege: the most I teach per semester is two courses (both of them usually undergraduate level, which take a lot more preparation than graduate-level seminars). I usually teach two courses in the fall, which means that I also need to schedule a lot less travel. Unfortunately, many of the things I do require me to travel for fieldwork or to do project-related work. I was in Berkeley (California) a couple of weeks ago finishing my e-waste governance project, and I need to travel to New Haven for the EGAP18 workshop. Therefore I always need to strategize how I am going to sustain my research during the heavy-teaching semester.

Here are a few things I do, and again I acknowledge my privilege in that I get some perks by being organized.

1. I teach only Mondays and Wednesdays.

I request this time slot for several reasons. First, it allows me to do fieldwork or travel for my research during Thursday and Friday. Second, it also gives me leeway to do service-related work. The first three days of the week NEED to be focused on teaching (although I usually prepare lectures on Friday, because I am distanced enough from the two days of teaching that I feel fresh and know exactly what I plan to do for the following week.

Teaching in English at CIDE Region Centro

2. I schedule full days for research.

It’s rare that I will allow service to creep into my research days. Usually I focus on teaching and service during Mondays and Wednesdays. This is the result of many years of practice. I know for a fact that I finish my lectures exhausted. But I can easily find reviewers for a journal article, or input references into Mendeley, or answer emails related to faculty or student stuff. I can also grade on days that I’m teaching, because I usually take a nap and feel refreshed. So I can come back to grade without having to devote entire days to it.

AcWri at night at my Mom's place (my home office)

3. I schedule a buffer day.

My buffer day is usually focused on catching up on research and reading. This means that during that day, I’m not allowed to have meetings, I’m not allowed to answer service-related emails, I’m not allowed to think about the next lecture. All I do during the buffer day is research and read. You may think “how is this different from having a research day?” Well, during a normal research day, I know that there are things that need to be done regardless of the fact that I am doing research. I must meet with a student, I must read a graduate student’s thesis. But during my buffer day, I catch up on stuff that I would leave behind if I didn’t have that day. For example, if I am finishing a paper, I schedule all my reading for said paper for Thursdays. I know for a fact that I may need to schedule meetings on a Tuesday, or a Friday. But on Thursdays, no meetings whatsoever. Maybe I should call my buffer day my BLOCKED day.

Reading and #AcWri on the plane

4. I focus on my physical health first.

I try hard to sustain my exercise in the morning regime, I pursue good eating habits. I know for a fact that I can fall ill during a teaching semester (after all, this has happened to me 3 years in a row). So during heavy-teaching semesters, I make even more of a point to rest and take care of myself.

5. I front-load my lecture slide deck preparation

Because I know that I still want to do research, yet I want to be an excellent teacher, I front-load my courses’ preparation. I usually spend a couple of weeks before the semester starts preparing lecture slides for the next 2-3 weeks. And since this year I started teaching again public policy theory courses (which I already had done at UBC), I feel much more at ease when I am lecturing because that’s material I know really well.

Preparing lectures

6. I take weekends off (mostly)

I say mostly because given that I spend my weekends at my Mom’s house, and I have a full-fledged home office in my bedroom, it’s inevitable that I’ll wake up early and do *some* work. But I usually read during weekends, which also allows me to catch up on work. But more importantly, I spend the weekend with my parents, my brother (when he visits), my friends. And napping. Lots of naps.

7. I plan my week on Sunday nights.

I am a bit of a Type A. I need to have a relatively rigid schedule, a daily/weekly plan, a monthly strategic plan, and a publications plan. So I spend about 20 minutes every Sunday night planning exactly what I am going to be doing the following week. I also coordinate my weekly plan with my Project Whiteboard so I know all my projects are moving forward. But then I sleep well on Sundays because I know which pieces of research need to be done by when.

Filling up my To Do list a little bit AFTER the fact

These strategies aren’t applicable to everyone, I know, but these are things I do that I am sure can be adapted in other environments.

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By Raul Pacheco-Vega – October 9, 2016

On slow scholarship, time investments and good research

When looking at my publication record, many people have told me that they were amazed that I had published so much in such short period of time. While I am positively flattered that they think so, I don’t consider myself a particularly productive academic. Yes, I’ve published a lot in the past few years, the result of a focus-on-quantity strategy designed to be awarded Level 1 of the National Researchers’ System (Sistema Nacional de Investigadores, SNI) of the Mexican National Science and Technology Council Research (CONACYT, Consejo Nacional de Ciencia y Tecnología, the Mexican equivalent to the NSF in the US or the Tri-Council in Canada).

For my institution, being recognized as a National Researcher is a distinction that is important and therefore, I wanted to comply with this requirement. While not an explicit request from my institution, it’s something that is expected, that CIDE professors will be members of SNI. This doesn’t mean that I published stuff of lesser quality, it means that I did basically nothing else but research and write for the vast majority of the past four years. As a result, many of the pieces I had under review came out during that period, making it look as though I was a researching writing and publishing machine. This isn’t really the case.

#AcWri at the SFO airportLike many other scholars, my strategic choice in order to have a well-populated publication pipeline is to have several projects on the go. Juggling different projects IS a hard balance. Do I want to narrowly focus on just working on one strand of a broader research agenda? Or do I want to expand my portfolio and work on several different issues/topics/methods? Personally, I have chosen the latter because that is what makes me feel more fulfilled. But the truth is that every single project I undertake takes time.

As I have posited before on Twitter, you can’t rush good research. And you need to put in the work. You can’t just skip to the part where you are already awesome. Gaining new insights, building datasets, inputting citations into your reference manager, reading papers, summarizing data, coding the mathematical and statistical models that you are going to run, going into the field, writing field notes, assembling projects, writing grants, preparing lectures, writing lecture slide decks, all of this means DOING THE WORK. You can’t rush any of this. You need to put in the hours, and do the work.

One of the best papers I have written, a paper that I coauthored with my good friend and colleague Dr. Kate Parizeau (University of Guelph), has taken almost a year to see it from original idea to fruition. My work on the politics of sanitation and wastewater governance started in 2004. Twelve years. I have studied the coalition-building and influence-seeking strategies of transnational environmental non-governmental organizations since the year 2000. SIXTEEN YEARS. Good research takes time.

The truth is, scholarly work involves NUMEROUS TASKS.

And one of the least valued, unfortunately, is reflection. We need time, often long hours, to reflect, read, consider thoughts, ideas and marinate what we want to say. Yet we are deeply embedded in a culture that demands more from academics (students and professors alike). Thus what we end up getting is overworked professors who don’t have the time to reflect (and thus may actually produce work that is of less quality than they could if they had the time to read, think, ponder).

I am a fan of slow scholarship, despite the fact that I do many things fast (touch-type 100wpm, and speed-read). At the same time, I am well aware of the fact that producing good research will take me A LONG TIME. Even without taking into account the sometimes extremely long time that it takes for journals to provide a peer review report, let alone publish our journal articles.

I’m not even sure this blog post has a major central point, but I just wanted to emphasize that doing good research takes time. Taking the time to reflect and refine our thinking is a major component, and it worries me when I see some PhD programmes that take 3 years, because it is clear to me that those PhD students have not been given the time to really marinate, ruminate and process the literature. I really think we need new models of thinking about academic work that champion less “publish-or-perish” and more “publish the best work you can produce”.

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By Raul Pacheco-Vega – October 8, 2016

Resilience, overwork and stress management in academia

This past week, I had anxiety attacks 3 nights in a row.

This is an extraordinarily rare occurrence, but one that I thought was worth bringing up as the semester ramps up (for us at CIDE, we are starting the 8th week of 16). I had never gotten an anxiety attack, because I am usually in control.

I am super organized, I thrive on having everything well planned, and I have a system that enables me to plan what I’m going to be doing (thank you, Everything Notebook!), when I am supposed to get things done, and stay in control. Being ultra-organized, a Type A kind of individual (as anybody who reads my Organization and Time Management posts can see) is part of who I am. Those who collaborate with me and work closely with me (both on campus and off campus) know that I love being in control of my workload.

When this happened, I remembered what I always tell my students: be like bamboo, flexible and resilient, not like an oak, whose branches can break under extreme pressure. This flexibility and adaptive capacity is what in the biological sciences is called resilience. Resilient organisms are able to quickly adapt to extreme stress and negative or adverse conditions, survive and thrive. I quote from the Resilience Alliance website:

Resilience is the capacity of a social-ecological system to absorb or withstand perturbations and other stressors such that the system remains within the same regime, essentially maintaining its structure and functions. It describes the degree to which the system is capable of self-organization, learning and adaptation (Holling 1973, Gunderson & Holling 2002, Walker et al. 2004). People are part of the natural world. We depend on ecosystems for our survival and we continuously impact the ecosystems in which we live from the local to global scale. Resilience is a property of these linked social-ecological systems (SES). When resilience is enhanced, a system is more likely to tolerate disturbance events without collapsing into a qualitatively different state that is controlled by a different set of processes. Furthermore, resilience in social-ecological systems has the added capacity of humans to anticipate change and influence future pathways.

Resilience theory has also been studied and widely adopted in psychology, not the least because it provides useful pointers as to how to recover when under extreme stress. The Canadian Mental Health Association has an interesting page on resilience. Coincidentally, one of my closest friends (Dr. Dayna Lee-Baggley) studied stress and coping strategies for her doctoral dissertation with Dr. Anita DeLongis at The University of British Columbia, and I always found her research fascinating. I have to also thank Dayna for helping me cope with one of the toughest break-ups I ever had in my life. One of those amazing coincidences where what a close friend studies is actually helpful for your own life. I believe that having a broad range of coping strategies helps build up resilience.

Ironically enough, finishing a book chapter on resilience and polycentricity was exactly what had me stressed and what triggered my anxiety attacks. I say that this is ironic, because to finish the book chapter, I had to re-read what I had already studied during my PhD: adaptive strategies of resilient firms. Having to reflect on the need to be resilient while on the tenure-track, or during the PhD, and even post-tenure, was what drove me to write this blog post. I think one of the biggest challenges we face in academia, is to learn how to manage workloads and build resilience.

One way in which I do this is through sharing openly how I feel and the kinds of challenges I am currently facing. I also seek help and advice from counsellors, trusted friends, exercise and communicate with my coauthors and collaborators about how things are going. I don’t believe that academic life should be a source of constant pressure and therefore, I work hard at building resilience and learning how to cope with the challenges that my own work throws at me.

This is one of the reasons why I advocate for a more human and humane academia and for self-care in academic contexts. I don’t plan to stop doing so.

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By Raul Pacheco-Vega – October 1, 2016

My talk on The Governance of Bottled Water in Mexico at the Center for Latin American Studies (University of California, Berkeley)

The Governance of Bottled Water in MexicoI was invited by the Mexican Students’ Association at the University of California Berkeley and the Center for Latin American Studies at UCB to give a talk on my current research project on the governance of bottled water in Mexico. I was particularly touched to be invited, and even more impressed at the turn out (the seminar room was packed at 5pm on a Thursday!). Thank you all who came to my talk and thanks to Nain Martinez (PhD student at Environmental Science, Policy and Management at Berkeley) for organizing. Here are a few photos and my slides from the talk.

The Governance of Bottled Water in Mexico

Thanks to Nain for organizing, and to my friend and coauthor Dr. Kate O’Neill for joining us for the talk!

The Governance of Bottled Water in Mexico

Seeing so many amazing Mexican students at Berkeley so interested in solving Mexico’s problems restored my faith in the future of Mexico as a country.

The Governance of Bottled Water in Mexico

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By Raul Pacheco-Vega – September 30, 2016

Comparative Policy Studies (Engeli and Rothmayr Allison, Eds. 2014)

Comparative Policy AtudiesOne of my favorite journals is (quite obviously) the Journal of Comparative Policy Analysis (JCPA), founded by Dr. Iris Geva-May (whose 2005 edited volume “Thinking Like a Policy Analyst” I recently commented on). I am often in search of new books on comparative public policy, since that’s basically my own field of research. So I was quite pleased to come across the edited book “Comparative Policy Studies: Conceptual and Methodological Challenges“, edited by Dr. Isabelle Engeli (University of Bath) and Dr. Christine Rothmayr Allison (Université de Montreal). This is the kind of book I would have wanted to write or edit myself, so I am incredibly grateful to Professors Engeli and Rothmayr Allison that they did us all a favour and created this most excellent volume. For those of us who do comparative public policy, this is The Book. I think Dr. Engeli and Dr. Rothmayr Allison managed to assemble a volume with an excellent, broad list of topics and solid expert contributors.

Quite obviously, my only complaint is the book’s price (at $105 for softcover, it’s not affordable for students or early-career-scholars or non-tenure-track faculty who might not have access to library resources, or even for libraries in developing countries). Even the eBook version is expensive ($80). With the precipitous slide of the Mexican peso (more than 75% compared to 2012 prices), buying this book last year or even two years ago would still have been an expensive investment, but now it’s almost double the price in Mexican pesos.

Book price aside, the book’s contributor list is a Who Is Who In Public Policy Theory. The opening chapter by Engeli and Rothmayr Allison is excellent, gives an excellent preview of the entire volume and can be downloaded here). Two quotes from Engeli and Rothmayr Allison’s chapter (page 2) stood up for me:

“Comparative policy studies address processes of policy making, of problem emergence and definition, of policy formulation, of policy implementation and also evaluation.”

“Drawing on the seminal work of Heidenheimer et al. (1990), this volume places comparison at the heart of public policy research. Comparative analysis encourages moving beyond the particularities of each case and identifying patterns and regularity across cases, settings and time periods. Comparative designs force the researcher not to stop the analysis at particularistic explanations drawn from a single context, but to test whether the answers to research questions hold true for a larger number of cases and contexts.”

The reality is that despite the fact that we’re 25 years ahead of Heidenheimer’s essay, it is still hard to find The Right Book for Comparative Public Policy.. There are several worthy volumes out there. There is an entire journal devoted to comparative policy analysis, plenty of comparative studies published in Policy Studies Journal, Policy Sciences, Policy Studies, Journal of Public Policy, and many non-policy-specific journals but still, throughout the years, I felt that there wasn’t a comprehensive guide to where I could send my students (I used to teach The Comparative Politics of Public Policy at The University of British Columbia, and I intend to do so again in the very near future, but now at CIDE). I feel that my quest for a solid book on comparative public policy studies has been fruitful now.

I am fond of just about anything that Dr. Michael Howlett (Simon Fraser University/NUS) and Dr. Ben Cashore (Yale University), both good friends of mine, remind us of what the challenges are in defining public policy from a perspective that uses a comparative lens. I quote, from pages 27 and 28:

The results of such comparative efforts have been many and fruitful. These comparative studies of policy elements, processes, actors and dynamics have shown public policy to be a complex phenomenon consisting of numerous decisions made by many individuals and organizations inside government at different points in policy processes, influenced by others operating within, and outside of, the state and resulting, generally, in long periods of stability of outcomes or incremental changes, punctuated by infrequent bursts of paradigmatic change. The decisions policy-makers make have been shown to be shaped both by the structures within which these actors operate and the ideas they hold – forces that have also affected earlier policies in previous iterations of policy-making processes and have set policies onto specific trajectories, sometimes over long periods of time.

(Howlett and Cashore 2014, p. 26-27, emphasis in bold is mine).

In a way, reading this volume reminded me of the early years of my PhD, when the mainstream body of study was comparative politics. I am a comparativist. I took comprehensive exams with comparative politics as my primary field (although I also do some work in the international relations arena with my transnational environmental non-state actors research). I just applied comparative politics lenses to public policy theories.

We needed a volume that brought together all the questions about how to conduct comparative policy studies, and attempted to answer most of them. Engeli and Rothmayr Allison have done the profession a solid service by bringing all these scholars together to answer questions around case selection and inference in comparative policy studies (van der Heijden), case studies and causal process-tracing (Blatter and Haverland), quantitative methods in comparative policy studies (Breunig and Ahlquist), and one of my favorite authors, Dr. Dvora Yanow on interpretive analysis and comparative research. Amy G. Mazur and Season Hoard offer an excellent overview of how to apply a gender lens to comparative policy studies, while Sophie Biesenbender and Adrienne Héritier showcase the application of mixed-methods in comparative policy research. Biesenbender and Héritier are perhaps the only authors who address “empirical” questions in their chapter with a specific case study, but this in no way detracts from the volume nor their own chapter. I also have to confess a special admiration for Dr. Amy Mazur, whose work on gender, politics and public policy I have always found fascinating, so I was glad to find her in the list of contributors.

This book also solidified my belief (which I’ve made quite visible throughout the years) about how you cannot say that there aren’t enough solid female scholars who study public policy. This book is edited by two women, and many of the contributors are women. In fact, this volume confirms my hypothesis that one could potentially teach public policy solely using female authors’ works (my Fall 2016 Public Policy Analysis course has over 67% readings by women and under-represented minorities). It’s time we find new “canonical” readings.

Overall, I found “Comparative Policy Studies” an excellent, agile read, and a volume that should be acquired by libraries and individual researchers interested in the field of comparative public policy.

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By Raul Pacheco-Vega – September 17, 2016

Taking notes effectively

hand writingI can’t claim that I take excellent notes, but I like them, I use them, and I can at least say that, ever since I was in grade school, my classmates wanted to copy my notes. For me, they were, and continue to be, a source of pride. I always wanted to be the one having the best notes of my entire cohort. I took handwriting lessons, and I observed how other people wrote so that my own handwriting became neater and prettier. When I studied chemical engineering as an undergraduate, I drew distillation towers and reactors using different color pens, and solved all my partial differential equations using mechanical pencil, all the while underlining or boxing results with red ink. I love handwritten notes. Through the years, I’ve continued to feel proud about my notes, and my note-taking ability. Sometimes, it weirds me out when a few of my own students don’t take notes, to be perfectly honest.

There is a lot of discussion in the educational technology community about whether we should let students take noteson a laptop or whether they learn better writing by hand or not, about how challenging it would be for some students with learning and cognitive issues — and this IS an important issue to consider, particularly those for whom handwriting isn’t possible because of disability issues, etc. I am not going to engage with that discussion because I don’t study this field and I have absolutely no scientific answer for that – Mueller and Oppenheimer 2014 do provide some scientific evidence. I do believe my students sometimes need laptops, but a portion of the time it creates opportunities for distraction – but that’s not the point of this particular post.

I always assume that when my students don’t take notes it is because they are paying attention to the material I am delivering (I prefer to trust my students than to doubt them). I used to give out printed copies of my Power Point slides (which I don’t do anymore) so that my students could write on the margins (Power Point has a printing feature that shows the slide and provides space to the right, where you can jot thoughts and commentary.

Since I don’t actually do research on how to take notes, I started looking for material, and researching it, and found a lot of conflicting advice. I shared my concern and received a very relevant response by Dr. Pat Thomson, someone I respect a lot on the topic of academic writing (and learning, in general).

Some of the advice I read may be grounded on scholarly research, as Pat makes a good point, but other pointers in those websites seem to be simple heuristics turned into God-given advice. Though I have to admit I love The Conversation, which is an online magazine reporting on issues, but based on academic research. Claire Brown’s post on note-taking hit home with me. She teaches the Cornell method for note-taking (which I have tested but decided not to continue using), and it seems effective.

There are a few things I have noticed about my own notes that I think help me think better.

1. I always note the date. This helps me link what I taught or listened to to a specific date. I find that despite the neat organization system that my Everything Notebook provides me, I need to understand material in a sequential, time-wise manner.

2. I always use colours. This is obviously hard for people who are colour-blind, but I have noted that using different colours helps me retain better. In particular, I note the topic or main theme in red ink, and then I use markers (asterisks, bullet points, arrows) to denote specific, important points.

Handwritten notes

3. I *always* take notes of everything, wherever I am and whatever I am doing. This is also funny for a lot of people. I see people at academic seminars, in class, or during faculty meetings who don’t bring a notebook with them. I trust my memory, but I trust my notes even more.

Mind mapping - note-taking4. I use shorthand techniques to make my writing faster. When I was a child, I always thought of which tools and techniques I could “sell” (I wanted to be able to work and sustain myself even if my parents were no longer with me). So, I learned shorthand techniques (Gregg and Pitman), which were secretarial (administrative assistant) skills. I no longer write full sets of notes using Gregg shorthand, but I DO use some of their symbols. Also, I use abbreviations that make sense to me, like “w/” to mean “with”, “WRT” to mean “with respect to”, etc. I also use arrows, bubbles, boxes and stars to build mind maps (more on that topic in a future blog post). Something people ask me often is if I take notes of journal articles, books and book chapters that I read. Doing so would seem repetitious and a waste of time for some people. Generally speaking, I scribble on the margins when I highlight a paper, and then I write a memo on it (directly in my computer).

However, there are places where I read or take notes where I can’t use my laptop (e.g. when I’m waiting for my orthodontist to finish her appointment before mine). Thus, I do write notes about specific articles (see below for an example).

Taking notes from articles

The one thing I can surmise from all the reading I did for this post is – taking notes does require you to engage with the material and absorb it in a much more profound fashion (what my friend Dr. Daniel Goldberg indicated is metacognition), and thus there is a lot of value in note-taking.

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By Raul Pacheco-Vega – September 15, 2016

Contemporary Policy Analysis (Mintrom 2012)

MintromDespite the fact that I’ve been teaching public policy since 2006 (yes, a decade already!) I have always loved varying the content and outline of my courses. Primarily, I am interested in teaching my students employable skills, I aim to teach them how to write policy content that can be read by policy makers, and I work hard at innovating with the content of my courses. That’s one of the reasons why I almost never, or practically never, teach with a textbook. I have tried many, I have tested many, and I’m always torn because none actually does exactly what I want them to do. There are many excellent textbooks for specific courses that I no longer teach. For example, Michael Howlett and M. Ramesh’s extraordinary book (whose 2009 edition includes Anthony Perl as another author) on studying public policy is excellent for the actual public policy cycle literature. But this semester, I am teaching policy analysis, and while I love many of the traditional textbooks, including Weimer and Vining’s classic, I wanted something MUCH more applied, and with a focus on actual skill-building.

I have to admit that I did not expect Michael Mintrom’s Contemporary Policy Analysis to be as good as it is. I figured that it would be hard to beat Weimer and Vining, despite the extreme focus on cost-benefit analysis that these authors have put into their book. Well, I have to say that Mintrom has not only assuaged my concerns, but has surpassed my expectations. Contemporary Policy Analysis, published by Oxford University Press, is an extremely readable, agile, accessible and useful book for policy analysis students who want to be actual policy analysts.

Divided in 17 fast, easy-to-read chapters, Mintrom’s Contemporary Policy Analysis presents not only a model for how to do policy analysis (yes, in many ways, better than Bardach’s 8 Steps). There are many things I love about Mintrom’s Contemporary Policy Analysis book. It’s a book for students, a definite textbook, but it can also be used by practitioners, or to teach in a continuing education class. Moreover, Mintrom perfectly executes a story-telling approach to writing about policy analysis. At the beginning of each chapter, Mintrom recapitulates on what has been covered and the chapter’s objectives. He then covers the material in an agile, fast, easy-to-read manner. He finishes with some review questions, exercises and proposals for in-class work or homework.

The first 7 chapters are focused on what policy analysts and governments do. Then from chapter 9 to 16, Mintrom covers different analytical strategies (chapter 8 covers which topics and analytical strategies will be used throughout the course of the book). And chapter 17 looks at the professionalization of policy analysis. You can read a chapter-by-chapter listing of book contents here. Overall, I don’t regret having taken the step of assigning a textbook for the very first time in my career. While I am supplementing with journal articles, having a textbook allows me to follow a specific thread in a workshop-manner. So, for this semester, I have chosen to teach my students how to do policy analysis by using Mintrom, while I use journal articles to teach them the theory behind each approach to policy analysis. Mintrom is the main textbook for my policy analysis workshop, and it provides a lens through which my students learn the techniques and tools of the trade.

Overall, Mintrom’s Contemporary Policy Analysis is a book I will be recommending to other scholars of public policy analysis. Very easy to read, to implement, and to apply in practice.

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By Raul Pacheco-Vega – September 8, 2016

On having ethnographic sensibility

One of the most interesting elements of ethnography as a research method is that for many scholars, it’s a technique and a way of living. Dr. Tressie McMillan Cottom (Virginia Commonwealth University), a sociologist whom I consider a friend and whom I trust a lot, told me on Twitter something that makes complete sense: being able to feel physical pain when doing fieldwork in communities where very vulnerable populations reside DOES make a difference in the work.

I do really love undertaking applied research. I care deeply for the communities in which I am embedded. I study people who lack access to toilets and examine public policy strategies to enhance access to them. I analyze the interactions between informal waste recyclers and their city governments, and have undertaken fieldwork in 13 cities in 8 countries observing their behavioural patterns. I have explored questions of water accessibility where bottled water was what sustained very poor and vulnerable individuals in marginalized communities. I use multiple methods, but have made ethnography my bread-and-butter for the past decade or so. That said, I am NOT a trained anthropologist, so I can’t claim to know more about ethnography than do those for whom ethnography IS who they are and what they do. Dr. Carole McGranahan, for example, IS an ethnographer. Her work on self-immolations in Tibet is extraordinary, and I am sure engaging in fieldwork is also painful to her.

For me, the value of doing ethnography lies well beyond the actual methodological, analytical and theoretical insights. Being an ethnographer situates me within contexts where my work can actually make a difference and affect policy change. I am sensitive, as a human being. I’m very empathetic (and empathic, some would say). Thus, my ethnographic sensibility is a feature of my personality. In a way, I feel like was born FOR ethnography as my main method of research. I have always felt like I’m a born ethnographer. I have been lucky and able to gain access and earn the trust of individuals in very marginalised communities, and have learned a lot from them.

However, as Dr. Carole McGranahan (University of Colorado, Boulder) has written, you *can* teach ethnographic sensibility, even without fieldwork (read her excellent article What is Ethnography? Teaching Ethnographic Sensibilities without Fieldwork). People like me, like my coauthor and friend Dr. Kate Parizeau (who has done ethnographic work with informal waste pickers in Buenos Aires, Argentina), like Dr. Joseph Henderson (who did a “three-year institutional ethnography of an elite private school in the northeastern United States”), like Dr. Tressie McMillan Cottom who has used ethnography as pedagogical process and product) have shown in our work that ethnographic sensibility is part and parcel of engaging with the communities we study.

I loved how Hayley Henderson put it in her article in the Australian Planner, and I quote:

Adopting an ethnographic sensibility in urban research offers a platform to better understand actors’ reasoning and actions based on what they say and do, as well as in relation to the cultural, historical and other social con- ditions in which they operate. The term sensibility implies flexibility around the type of immersion in research and a broad view of ethnography that goes beyond on-site data collection processes and pays particular attention to the perspectives of the people being studied (Shatz 2009). It creates opportunities to under- stand values and meanings in urban planning based on what is said and done. In terms of analysis and interpretation of data, an ethnographic sensibility is attuned to the social relations and interactions between people that produce meaning in everyday practices.

(Henderson, Hayley. 2016. “Toward an Ethnographic Sensibility in Urban Research.” Australian Planner 53(1): 28–36. Quote from page 30)

Waste pickers

Paying particular attention to your subjects is precisely part and parcel of the process of developing ethnographic sensibilities. To me, the only way to do this is precisely to engage in fieldwork (particularly participant observation). I very much share Van Maanen’s view that fieldwork and ethnography go hand in hand, and while I agree that it is possible to teach ethnographic sensibility even without fieldwork as posited by Dr. Carole McGranahan, the work becomes much richer once one as a researcher is right in the midst of the field, in the thick of things.

Ethnographic sensibility also means being able to be reflexive. To go in and out of the field and subject of study and maintain an ability to question what we learned from being immersed in the field and how our fieldwork relates to the lived experiences of our subjects and our own. As Whittemore (2005, p. 25) says, “It is this capacity to move from the strange to the familiar and back again, as well as to count on your own adaptability derived from that capacity, that lies at the core of the sensibility we aspire to share with our students.” (Whittemore, Robert D. 2005. “Fieldnotes, Student Writing and Ethnographic Sensibility.” Anthropology News 46(3): 25–26).

Reflexivity (which I see as part-and-parcel of ethnographic sensibility) also means maintaining an ethical stance about your research subjects, and engaging in critical self-reflection. As Dr. Farhana Sultana (Syracuse University) indicates in her 2007 paper, “[r]eflexivity in research involves reflection on self, process, and representation, and critically examining power relations and politics in the research process, and researcher accountability in data collection and interpretation“. (Sultana 2007, p. 376 – full citation – Sultana, Farhana. 2007. “Reflexivity, Positionality and Participatory Ethics: Negotiating Fieldwork Dilemmas in International Research.” ACME: An International E-Journal for Critical Geographers 6(3): 374–85). We can’t just simply parachute into a field, a community (particularly a vulnerable one) and pretend that we have engaged in reflexive, reflective, critical ethnography. As a result, we might actually have not developed an ethnographic sensibility.

This topic fascinates me as I continue to engage with more methodological work (I just submitted a coauthored piece on research methods, and I have another one in the works). And I look forward to hearing comments about what I see as ethnographic sensibility, particularly those readers of my blog who are engaged in actual ethnographic work.

Posted in academia, research methods.

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By Raul Pacheco-Vega – September 6, 2016

Editing a research paper

Paper editingI was asked to write about tips for editing a research paper, since my Academic Writing and Literature Review posts seem to be quite popular. I have to confess that I don’t have any particularly insightful piece of advice to give, because here is the kicker: I HATE EDITING MY OWN PAPERS.

I do it, quite obviously, and when I do it, I do it by hand and on paper. But the truth is, I don’t think I’m particularly good at editing my own work. I hate cutting sentences and cleaning text. I love my writing and it’s painful to see it go. It sometimes takes me a long while because I procrastinate about doing small and minor changes. It’s WAY easier for me to generate new text than to edit my own. I much rather pin needles on my skin than to have to edit a paper. But given the task, here’s what I usually do. At the end of the post I have included a few links related to advice on how to edit a paper.

My academic writing #AcWri process

In short, my process looks something like this:

1. I read the paper (or whatever I have as a draft) once at the beginning of the editing session. This post on 8 sequential steps to write a research paper may help you with the initial drafting.
2. I plan my edits (with the help of a Drafts Review Matrix)
3. I break down the tasks that I need to undertake by day, and
4. Once I start editing, I edit by hand. Yes, with pen and paper and sticky notes.
5. I use the Drafts Review Matrix and my Weekly and Daily Plan (yes, the one that is in my Everything Notebook) to work on whichever piece of editing I need to do on a particular day.
6. Once I’ve finished a round of editing I either send it back to my coauthor, or I send it out for someone else to read and review it.

I am a combination of an analog and digital scholar, so I usually print my draft paper in whichever form I have it and scribble notes on the margins. I usually mark wherever I’m supposed to be doing a major edit with a pointy-arrow Post It note. That way I can visually see where I should be taking steps to undertake major work.

I write a list of those pieces of major work (e.g. re-do a map, re-do a data analysis, check my coding, re-read a particular article that may counter my argument). I dump that list into my Drafts Review Matrix, but I also schedule time for each piece of work. I try to break down the major revisions into smaller components (e.g. “clean up the Mendeley database references pertaining to bottled water” or “insert correct map” or “revise map in QGIS and insert different layer”). It’s easier to edit when you know you only have to finish ONE piece of work at a time.

Once my Drafts Review Matrix is completely checked out (e.g. I have finalized all required edits by the reviewer or the editor or myself as an author), I print out a new version and read it again. If it makes enough sense, then I send it back to my coauthor or to someone I trust for a solid read. Then I submit the revisions.

I know for a fact that my process is time-consuming, but it is also what helps me do better work. I do take time to reflect on each edit I am doing. I’m a proponent of the Slow Scholarship movement and therefore I try to make sure my edits are well thought out. Otherwise, I think my work will suffer.

My research process (highlighting - making notes)

Here are a few links on editing a research (academic) paper that might be of interest:

UPDATE – I have upgraded my Drafts Review Matrix. You may want to check this blog post.

Posted in academia, writing.

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By Raul Pacheco-Vega – September 2, 2016

Simplifying paper writing with Mendeley’s Cite-o-Matic and MS Word

Ever since I was a PhD student, I tried as much as I could to make it easy for me to write my doctoral dissertation. But since I am so analog in the way I work (I take notes by hand, I edit by hand, and I highlight and scribble on the margins of printed book chapters and journal articles), I also spend much more time than people who are purely digital. This said, I have always used reference managers and have tested a few (EndNote, Mendeley, Zotero, RefWorks) during the course of my PhD and as a professor. My good friend and co-author Dr. Oriol Mirosa (University of Wisconsin-Milwaukee) recommended Sente, which I saw in action and is way more powerful than any other reference manager I’ve ever seen. And at some point I plan to make sure to write a comparison of different reference managers. But I digress…

#AcWri on a plane

I am the first one to recognize that I don’t use Mendeley’s feature to its fullest extent (and I am also aware of the ethical implications of the fact that it’s now a paid service for many features, and that it was bought by Elsevier, etc.) Since I started using Mendeley 5 years ago, I am pretty comfortable using it as is and I don’t foresee I’ll be changing my reference manager any time soon. One of the things I’m trying to teach my students how to do is to write their papers with proper referencing and citation (we’ve had some highly visible cases of plagiarism in academic work in Mexico recently, so I want to teach my students better study and writing techniques). As a result, I’m combining my post on how to write effective memos with this one and the post I wrote on how to write a research paper in 8 simple steps during a workshop I’ll be giving next week.

I simplify how I write memoranda and my own research papers by integrating Mendeley’s Cite-o-Matic (the Mendeley version of EndNote’s Cite-As-You-Write) plugin. Microsoft Word and Mendeley connect through a plugin that allows you to insert a citation as you are writing. I always keep both Mendeley and Word open when I write memoranda or papers because that way I can cite as I write. I also open Excel because often times, I already have an Excel dump of all the quotations I need (see my post on how to manage literature reviews with an Excel dump). If you want to learn how to use Mendeley’s Cite-o-Matic’s feature you can do so by reading this website.

inserting cite as you write

Because I often copy and paste large blocks of text quotations in my memoranda, I need to ensure that I avoid plagiarism and properly attribute them. To do so, I insert the block of text and immediately after, I insert the citation and edit the field with the proper page. Since this is a manually edited citation, you need to approve Mendeley’s manual edit every time you do this. But this process ensures that everything you write is properly attributed and cited.

Hopefully using an in-line citation process will work for you the same way it works for me, and what I’m also hoping is that my students will use this technique for their own papers!

Posted in academia.

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By Raul Pacheco-Vega – September 1, 2016