academia

On “Bad Work” in the Academy: Recognizing It, Thwarting it

by Howard Gardner

For many years, my colleagues and I have sought to identify the factors that increase the likelihood that good work will be carried out. We have considered a variety of factors, including the early formative influences, the contributions of models and mentors, one’s colleagues on the job, the norms and examples celebrated at the workplace, and most recently, the ways in which good workers identify and then deal with dilemmas at work.

Occasionally, we have questioned informants about “compromised work” or “bad work”—but that kind of work has not been an explicit part of our research agenda. While lamenting situations and circumstances that interfere with the achievement and maintenance of good work, we have mostly “accentuated the positive.”           

To be clear, this stance does not reflect any personal aversion to recognizing obstacles. In other strands of research, I have carefully considered factors that impede desirable outcomes. As one example: in studying leadership, I have underscored the point that many leaders focus excessively on convincing others to pursue a certain path, without devoting sufficient time to understanding the resistances to following that path. As another example: in analyzing what it takes to master a scholarly discipline, I have detailed the misconceptions of the “unschooled mind” that impede the understanding of important concepts and procedures.

In conjunction with my memoir that I recently published (asynthesizingmind.com), I’ve been reflecting on situations in my own life where I have become entangled with individuals who were clearly not good workers. And, as a result of these entanglements, I carried out work that, in retrospect, I might have been better off spurning.

It’s important to describe the kind of collaborative research that I undertake when I am not simply proceeding as a solitary scholar. Working at Project Zero, a part of the Harvard Graduate School of Education, I need to secure funding for research, pay “overhead” to Project Zero and to the University, assemble teams to carry out the research, and upon completing the research, report results to the scholarly community as well as to the funders. Over five decades, I have applied for funds from hundreds of organizations and individuals, received scores of grants, and worked with over one hundred research associates and assistants. I feel positive about the overall accomplishment, but I focus here on things that went wrong.

I will not identify the person or the situation, but I trust that the “lessons” will nonetheless come through.

Here are four warning signs that I wish I had noted and heeded:

  1. Funders who want to “buy” or “use” your name

    When your work has achieved a certain amount of attention, people often come to you for advice. If you are a reasonable citizen, you give your best thoughts and then move on; or if you can’t be helpful, you try to suggest alternative sources.

    But I regret that I did not routinely also ask myself “Why has this person come to me, for what reasons, and what use will the person make of the aid that I provide?” And on occasion, I wish that I had actually posed those questions deliberately to myself and to the potential funder. Failure to do this can result in use of one’s name and/or one’s affiliation as an endorsement of an activity. This peril has been especially vivid when I have politely answered questions about whether one can diagnose intelligences by looking at fingerprints—so-called dermatoglyphics. Even when my answer is a decisive “No!”, the fact that I have responded has been used as an endorsement. And so, I now routinely say “Please do not state or imply any endorsement on my part”—and if the practice persists, I follow up with a message that the University does not look kindly on such deception.

  2. Dirty money

    Over the years, I have sought funds for many projects; much of the time these approaches are rejected, sometimes with reason, often with no response at all. Needless to say, I have been gratified when such support has been forthcoming—and even more, on those rare occasions when it has been volunteered. It’s a necessary part of my job but not an uplifting experience to walk around perennially with a teacup in hand and to see your folder of rejections grow ever thicker.

    It’s important to stress that many generous people and philanthropies support research without a hidden agenda—or are at least open to various findings. Hallelujah! But it’s still prudent to step back and interrogate the reasons for offered support. How will the funder react to different outcomes? And—though it may be hard to ferret out—What are the sources of funds? Would we (or the institution where we work) be embarrassed, were the sources to be identified? The novelist Balzac famously quipped “Behind every great fortune, there is a crime.” Why is it less problematic nowadays to secure funds from the Ford, Carnegie, Rockefeller, or Mellon Foundations? It’s because the original philanthropist has long since passed from the scene and in the meantime the fund-raising process has been professionalized.

  3. Corrupt or immoral funders/colleagues

    I don’t think it’s my job to hire an investigator to scrutinize the daily and nightly activities of individuals with whom I am in contact. (Being famously oblivious, I used to quip “individuals can be making love in my office, and I would not notice it.”) But this “separation of work and play” can go too far. If it’s evident to others that the person-in-question is behaving improperly, immorally, or even illegally, my personal obliviousness or naivete is not a sufficient excuse.

    I wish that I had listened more carefully when family or friends said to me “Re X, have you noticed… What do you think of…?) And, if you cannot come up with satisfactory answers, that is a warning sign.

  4. Liars

    By nature and rearing, I am a trusting person and I like to give others the benefit of the doubt. And if encounters with strangers occur at a party or around the coffee machine, such trust seems to be the proper stance.

    But if a person regularly makes claims that make you or others lift their eyebrows in disbelief, that’s clearly a warning sign. I’ve hired or collaborated with individuals who are habitual liars and I wish that I had called them on this trait immediately. In more than a few cases, I wish that I had gone back to the recommenders—though, admittedly, in a litigious society, such re-checking can be a risky process. But it makes a lot of sense to speak “off the record” to others who have previously had contact with the person-in-question and to let informants tell you—by what they say, what they don’t say, and how they say it— “what’s the story” with respect to the person-in-question.

    As my wife and I have often said to one another, when we ask a knowledgeable individual about a person’s reliability, we pay scant attention to the substantive answer—we instead pay attention to the “latency”—how long does it take the informant to respond, and is the response marked by hesitations or “hedges”?

Lessons learned

I’ve reached the point in life where I will rarely be called on to practice such scrutinizing behaviors or to make such judgments of character. But I’m also at the point of life where I can and should provide advice to individuals a generation or two younger who may be dealing with comparable situations. I need to bear in mind that such “due diligence” may be even more difficult to do in an era of social media and innumerable digitally available sources—where it is not easy to figure out what or whom to trust. But there is no alternative to trying hard!

It’s been said that “love is blind”—and perhaps, in affairs of the heart, that’s a good thing. But when it comes to work situations, it’s important to keep your eyes wide open and your ears attentive as well.

Concluding Note:

Alas, there are many other kinds of bad work in the academy (plagiarism, authoritarian treatment of doctoral students, fudging of data etc. blatant sexism,) but I have focused here only on the bad work that I have encountered in my own work life.

© Howard Gardner

June Wrap Up: 5 Articles Worth Sharing

By Danny Mucinskas

National discourse in the United States has been absolutely dominated by two topics this month:

  • The continuing COVID-19 pandemic, which has put into stark relief the many inequalities in our society and resulted in systemic failures from the government and healthcare system alike; and

  • The murder of George Floyd and the subsequent outpouring of protest, activism, and commitment to change as the country again grapples with persistent entrenched racism and inequity.

This is a time of intense anguish, trepidation, and anxiety for many people, particularly communities of color and the poor and working classes. The moment also presents many opportunities and possibilities, including collective action, reconciliation, and reparation, deep listening, learning, and understanding, and commitment to do better.

In addition to the posts The Good Project has already authored related to the pandemic and Black Lives Matter movement, we are sharing several recent articles that we found to be informative and thought-provoking.

As we end this month and look to the period ahead, we know that the injustices present in the United States will require people in positions of power (especially white people) to do “good work,” particularly ethical work, to re-shape American society to be fairer and more just, not just for some but for all.

“How Did We Get Here?”

Gillian B. White collects a series of articles from The Atlantic spanning over 150 years, all of which deal with race in the United States. Touching on topics from the abolition of slavery to the civil rights movement to police violence and COVID-19, the readings in this rich collection are useful for anyone who is asking how we got here and can help start the conversation of what can be done.

The Struggle to Teach from Afar

This episode of “The Daily” podcast from The New York Times follows one teacher, Ronda McIntyre of Ohio, as she describes the transition of her elementary school classroom to remote instruction. McIntyre wonders what the future holds for her teaching in the midst of a pandemic and shares the sobering reality that much has been lost for her without face-to-face interaction with her students, making her question her very profession.

When SEL is Used as Another Form of Policing

Cierra Kaler-Jones, a scholar in urban education, writes in Medium with a warning that social-emotional learning curricula must not become another “tool of oppression” that is wielded against Black and Brown students. She makes the case that SEL curricula in schools across the country should be rooted in culturally-affirming practice and should not silence expressions of justified emotions, including anger at historical and present trauma.

Academia Isn’t a Safe Haven for Conversations About Race and Racism

Colleges and universities have a reputation for being bastions of liberalism, yet research and personal testimony reported in Harvard Business Review by Tsedale M. Melaku and Angie Beeman demonstrates that academic environments are still not accepting and in fact, are often hostile to racial minorities. Faced with denial, pressure to conform, and overtly racist comments, Melaku and Beeman question whether their white, purportedly progressive colleagues are willing to put in the work to change their behaviors and the status quo.

How to Support the People You Lead in Times of Uncertainty

Many team and organizational leaders are wondering how best to support their co-workers in a time of stress without the benefits of in-person interaction. Greater Good spotlights the book Helping People Change by Ellen Van Oosten, Melvin L. Smith, and Richard E. Boyatzis, which outlines a model of “coaching with compassion” according to a framework of principles: resonance, empathy, awareness, compassion, hope, and humor.

Good Work in Academia: A Dutch Perspective

By Wout Scholten MSc., Rathenau Institute

The Good Project has partnered in The Netherlands with the Good Work Hub (Goed Werk Hub), an extension of the Professional Honor Foundation, which seeks to promote Good Work ideas and reflective practices in Dutch professional life. In the second of two blogs, Wout Scholten discusses some of the findings from a research project investigating how professionals achieve Good Work in academia.


What does Good Work in academia mean according to academics themselves? What threats are academics facing? Following my previous blog post about our research in the Netherlands, I present here three principal ways in which academics conceive of Good Work and its obstacles, each with interesting implications.

The ‘Good’ Ecosystem

Our research participants repeatedly told us that Good Work is not only achieved by good individuals; a good ecosystem made up of many individuals working toward “good” ends is crucial. Good Work is most often seen in terms of good teams, good groups, or, in the ideal, good ecosystems (respondents were reluctant to attribute Good Work solely to individuals). With the synergy of an entire environment that encourages Good Work, academics feel they are able to achieve more together than as individuals. In terms of the Good Work’s framework, various constituents or stakeholders should be well-aligned with one another’s goals.

However, various forces currently hinder the development of a good ecosystem. First, the high demand for new talent means that only multitalented academics who are skilled at project fundraising and publication of many articles can feel secure in their job prospects. In fact, because of the harsh competition inherent in academia at present, only about 30% of Dutch doctoral students will pursue an academic profession; many talented people are driven to work elsewhere. Additionally, assessment of quality has become more and more a matter of individual evaluation despite the significance of collaborative work. As one professor put it, “There is a typical kind of academic that survives in the current culture, and that is not the kind that is concerned with the common interest.”

These pressures result in the hiring of individually ‘excellent’ academics, but the development of a good and diverse overarching ecosystem with synergistic abilities among members is undermined.

Creativity & replicability

In our discussion two qualities emerged as inseparable: creativity and replicability (replicability in this sense means that the research is transparent and the results can be reproduced). Creativity and replicability mutually strengthen each other and, when in balance, allow for Good Work that is both innovative and clear.

Yet academics have observed trends that threaten that balance. Creativity is crucial for scientific progress but seems to be over-valued in the current academic milieu. The opposite holds with respect to replicability. It is essential for researchers to complete work with transparency in order for others to be able to replicate findings, but this value is under-appreciated in the current system. In several disciplines we studied (pharmacy, immunology, social psychology, and economics), the under-appreciation for replicability resulted in a high number of studies that could not be recreated. This is a severe threat to Good Work in the eyes of our participants: “If one cannot replicate a study, science is undermined. When I say to my colleagues, ‘Let’s first try to copy this experiment and see if we find the same results,’ they think I am crazy because we shouldn’t waste our time on an experiment that is already published at the expense of immediate progress.”

Beyond disciplinary demarcations

In order to achieve breakthroughs in research and provide the best education possible for their students, academics must have deep disciplinary knowledge but also possess a broad knowledge that reaches beyond disciplinary lines. Academic professionals who have mastered their own discipline but have wider knowledge of other areas benefit from the ability to connect different topics. Academics need time, space, and autonomy to realize this goal.

However, this pursuit is threatened by overspecialization and severe time pressures that are detrimental to Good Work. In our focus groups, respondents conveyed just how challenging it is to combine the expected breadth and depth required of them: “The managerial climate makes it increasingly difficult. We have very little time for keeping up to date with a broad body of knowledge. So I have to focus strongly on my own discipline to keep on publishing. The system forces me (to do that).”

The tendency towards overspecialization is fueled by a culture encouraging quick and frequent publication, with specialization as a way to reach this goal. Furthermore, participants noted a sharp increase in the number of administrative tasks and other educational duties required of them, consuming time that might otherwise be used to talk with colleagues about ongoing work in other disciplines and with respect to other topics.

Concluding remarks

In the last few years, we have observed a growing resentment among workers in research and higher education; they lament the greater numbers of imposed rules, stricter limitations on professional autonomy, and inappropriate standards with respect to the sheer quantity and superficial flashiness of academic work. The findings from our focus groups go beyond detailing these worries and directly link these factors to notions of how Good Work is being endangered.

We hope that academia and the broader public take note of what our respondents have said about how structural and cultural changes in the field of research and higher education have been detrimental to their ability to do Good Work. Through our research, policy makers, university leaders, and administrators should be alerted to prevailing attitudes and the effects of current policies. Academics themselves can reflect on the observations, pondering how to shape the system in such a way that Good Work can be pursued and fortified in the future.

Doing Good Research on Good Research in Academics

A guest post by Wout Scholten MSc., Junior researcher at Tilburg University and Rathenau Institute

The Good Project has partnered in The Netherlands with the Good Work Hub (Goed Werk Hub), an extension of the Professional Honor Foundation, which seeks to promote Good Work ideas and reflective practices in Dutch professional life. In the first of two blogs, Wout Scholten describes the motivations behind and challenges associated with a currently ongoing research project investigating how professionals achieve Good Work in academia, a topic that is explored through targeted focus groups with workers in higher education. This post discusses the project from the researcher’s perspective. A second forthcoming blog will present key findings uncovered from the project.

For a long time in The Netherlands, the fields of research and higher education seemed to be perfectly functioning systems. In the last few years, this has changed due to a growing resentment for imposed rules, limitations on professional autonomy, and growing worries about the quality of academic work. Hence, we have embarked on a new research project on Good Work in The Netherlands asking two questions: How do academic professionals think about good work in their own discipline, and what are the main obstacles that academics encounter to achieving good work?

As researchers, we have also encountered our own reflective questions: what does it mean for us to do good work when carrying out this research, and what are the main challenges we face to living up to our own standards of good work? Thus far, we have encountered three challenges that, in our view, are specific to the fields of research and higher education: 1) a constantly changing social reality that affects participants; 2) the congested schedules of academic professionals; and 3) the critical attitude of the participants.

Constant flux

The field of research and higher education is in flux in The Netherlands. Expressions of discontent and protest against national policies, the current academic culture, and efficiency-oriented university management have increased tremendously in the last few years. This discontent has evolved into a fundamental and widespread cry from an increasingly large group of students and academics. Concepts like ‘the commodification of science’ and ‘publish or perish’ attitudes have recently been recognized nationally as important matters of debate. In February 2015, a group of student activists even occupied a building at the University of Amsterdam in protests that have lasted for over a month.

Policy makers have taken note of the unrest. Reactions from leadership include a revision of the Standard Evaluation Protocol that governs assessment of the research conducted at Dutch universities (productivity is no longer a separate evaluation criterion). The San Francisco Declaration on Research Assessment (DORA) was also signed by the Association of Universities in the Netherlands, which lays out recommendations for improvement of “the ways in which the output of scientific research is evaluated.”

These calls for change and resultant actions have reached their climax in the middle of our research, and during conversations with participants, we notice them taking time to reflect on recent events. We hope to make sense of the fundamental flux in Dutch higher education helping others think about what it means to do good work.

The overactive academic

Via our focus groups, we also want to get a picture of the daily experiences of academic professionals. Unfortunately, we have noticed that it is very challenging to gather a group of senior academics from the same discipline on the same day around the same table. Despite recognition of the importance of our study, the congested agendas of the senior academic professionals prove to be a large hurdle to overcome. Most academics have so many competing responsibilities that they cannot substantially contribute to something they recognize as significant.

A typical decline to our invitation is a response such as, “I think this is an extraordinarily good initiative because the academic notion of good work is increasingly measured by management by successes in the struggle for funding, which eventually leads to a decline in good work because of high pressure. However, because of timing, I won’t be able to attend a focus group.”

A real challenge is therefore how we can involve academics in our research in a substantial way in light of time constrictions. This also means that there is a possible bias in the participants that eventually attend a focus meeting: participants are either so concerned about the quality of their work that they made an effort to contribute to our research, or they simply have enough time to participate. We believe that these two potential biases will cancel each other out.

Constant peer review

Academic professionals are used to judging the work of others, and, as one would expect in an academic environment, our focus group participants have been critical towards our study and our methods.

The criticism we encounter from participants is met with mixed emotions. On the one hand, feedback from participants amounts to a continuous peer review of our research, which has improved our methods. It has been inspiring to see the permanence of academic willfulness and the continual striving for good work. For example, during one session with a group of philosophers, the first 30 minutes of the focus session were spent on an analysis of our methods. This resulted in a rich discussion about what counts as good work in the discipline of philosophy and how one should approach the topic. On the other hand, the moderator of the focus group discussions has generally had a difficult time staying on track, even though our protocol is already loosely formulated. We felt we encountered another serious challenge to studying senior academic professionals: how do we overcome participants’ critical attitudes toward procedures and methods and facilitate an in-depth discussion on good work in academia?

Working toward good conclusions

Our research is still in progress. We continue to try to show participants that reflecting on good work is important, especially in the changing landscape of higher education, and that we as researchers also reflect on good work. We want participants to feel that the focus groups are valuable and that they can tell their story, and we hope that our data will give us a better understanding of the three challenges we have mentioned.

Please look forward to a forthcoming contribution to the Good Blog in which we share the outcomes of our research and elaborate on the notion of good work and the main obstacles to its achievement.