Getting to Know the Scientific Ecosystem

Overview

In scientific research, we often operate under an ecosystem that assumes certain things that are not necessarily taught during our resesarch training. There are many things that are not "taught", or taught inconsistently, in the course of graduate work or as a student is undergoing research training. Sometimes we call this institutional knowledge or, in the context of undergraduate students, the hidden curriculum. These are often social norms that form an important part of the science ecosystem. It captures the difference between how a system actually functions versus how it is designed to function. These might include but are certainly not limited to:

• The importance of networking and attending conferences
• Understanding interpersonal dynamics and who serves in which informal roles at your institution (i.e. who to contact to get something done quickly)
• How to get support - ex. statistical support - when you need it, or even how to know when you need support
• The differences in operation between a typical "industry" job and a job in academia (i.e. topics such as shared governance, tenure, academic freedom)
• Etiquette or performance standards in the lab, in meetings, at talks or seminars, and more
• Navigating grant proposals process and administration
• Historical context behind policies and other administrative processes

Many times, this institutional knowledge must be learned on your own, through observation, trial-and-error, or through failure. If you are lucky, a mentor can support this learning or be available to answer questions. Some institutions have gone further and pursued means to recapture institutional knowledge in an effort to recruit and retain students who would not otherwise have access to this information (i.e. first-generation students). However, in many cases and places, there is a host of etiquettes, behaviors, and relationships for a resaearcher to discern. It is recommended, at minimum, that one be aware that these things exist, and that they pursue this understanding to maximize their chances of success.

How does this impact Professionalism in my research?

1. Intentionality: Be curious and intentional about understanding how processes around your research work. Who do I contact to begin the process of submitting a grant? How can I request facilities or resources for my work?
2. Strategic Engagement: It may seem cliche to have a five or ten year plan. However - the concept of mapping out which projects, funding mechanisms, conferences, publications, and other achievements you would like to reach is common for a reason. Having a plan helps to ensure you are taking measured steps toward a long term goal instead of a "throwing spaghetti at the wall" appraoch.
3. Resource Efficiency: By getting to know the resources, facilities, and core services available (or unavailable) to you, as well as their corresponding personnel, you become aware of how to properly engage them and when. Knowing that a core sequencing facility needs 4 weeks of lead time and planning accordingly is very much preferred over an emergency sequencing request that adds stress to colleagues and timelines.
4. (Non)*|Cooperation with Norms: By understanding the social norms of your institiution, you can determine which ones to reinforce and which ones to challenge, if needed. Just because "we have always done something this way" doesn't give a process inherent validity. However, if there are practices that you observce that are positive, beneficial, or otherwise a net win for your research, you can help to promote their continued adoption be cooperation.

Summary

You do not need a specific personality or style to be a good scientist. In fact, unique perspective and expertise are quite critical to the scientific process overall. However, if you can intentionally gather awareness about how your institution or group operates - both in policy and in reality - you can strategically choose how you engage with others to create and reduce friction.