The Illustrated Guide to a Ph.D.

via Open Culture by Dan Colman,

Matthew Might, a computer science professor at the University of Utah, writes: “Every fall, I explain to a fresh batch of Ph.D. students what a Ph.D. is. It’s hard to describe it in words. So, I use pictures.” It’s September 26. That means fall is here again, and it’s time to bring you an encore presentation of Matt’s Illustrated Guide to the PhD. Have a look, and you’ll see the whole undertaking in a less hubristic way:

Imagine a circle that contains all of human knowledge:

By the time you finish elementary school, you know a little:

By the time you finish high school, you know a bit more:

With a bachelor’s degree, you gain a specialty:

A master’s degree deepens that specialty:

Reading research papers takes you to the edge of human knowledge:

Once you’re at the boundary, you focus:

You push at the boundary for a few years:

Until one day, the boundary gives way:

And, that dent you’ve made is called a Ph.D.:

Of course, the world looks different to you now:

So, don’t forget the bigger picture:

You can find Matt’s Illustrated Guide hosted on his web site. This guide/reality check is published under a Creative Commons License. You can also buy a print version for $6.50. (The money goes to charity.) Matt offers more insights for Ph.D. students here.

The Illustrated Guide to a Ph.D. is a post from: Open Culture.

Executive master’s in European Journalism, IHECS Brussels

Recent economic and political turmoil has shaken the European Union to its foundations and at the same time has demonstrated how the EU has grown in importance, and how its politics affect so many aspects of the daily lives of its citizens. But for many of those citizens, the EU remains remote. The way it works is often difficult to grasp, and the interactions between its institutions, with their different roles and powers, are not immediately apparent. The complexities are increased by the fact that the EU is evolving all the time.
Journalists have a major role in boosting EU’s citizens understanding of what is at stake – despite all the intricacies. They can:

– help citizens understand the EU’s integration and decision making processes;
– empower them to exert influence on European affairs
– provide information on what the EU does, and how it affects citizens’ lives
– explain complex debates and conflicting opinions

To equip journalists with the tools for these tasks, IHECS, an official Brussels-based high school, runs a pioneering executive Master in European Journalism. This is a one-year full-time daytime course, beginning in September. The course is structured around project learning and multiple partnerships with European bodies. The teaching component runs from September through to April. In April, May and June students complete their end-of-course assignments.

The highlights of the Master are:

– Workshops led by recognised professional journalists from across Europe who combine first-class teaching with practical experience in the field.
– Small class size (maximum 20 students)
– In the heart of Europe, close to the EU institutions
– Contacts with stakeholders
– Numerous media projects
– In- the-field investigations
– Constant contact with professionals

Laure Englebert
+32 2 549 55 37

via: Executive master’s in European Journalism, IHECS Brussels

Paper on “Craftying analytical tools to study institutional change”

Today I did a presentation on the methodological plan for a study in the Internationalization of Leipzig’s Gallery of Contemporary Art.  I received very important critics that helped me correct the way of my research.  The critics were directed at focusing on the institutional evolution of the Gallery’s agenda (to understand what was behind of the internationalization process we had identified in our preliminary research). Indeed, crafting a study is not an easy thing and today I read that UDADISI had re-posted a great article on something related to the issue I’ll be dealing with in the next couple weeks.  So it was worth republishing. 😉 Here’s the article by Ostrom and Basurto,
These are some ideas on the evolution of institutions from the [very interesting!] paper:
What are rules:

[S]hared understandings by actors about enforced prescriptions concerning what actions (or outcomes) are required, prohibited, or permitted.

[Rules] are linguistic statements containing prescriptions similar to norms, but rules carry an additional, assigned sanction if forbidden actions are taken and observed by a monitor (Commons, 1924).

What are norms:

Norms are prescriptions about actions or outcomes that are not focused primarily on short-term material payoffs to self. A participant who holds a truth- telling norm gains an internal reward (that can be modeled as an additional value added to their utility function) for telling the truth even when material payoffs would be greater when telling a lie (Crawford and Ostrom, 2005).

Some lessons from institutional analysis:

Some of the lessons coming out of our institutional analyses in Nepal and elsewhere show that resource users who have relative autonomy to design their own rules for governing and managing common-pool resources frequently achieve better economic (as well as more equitable) outcomes than when experts do this for them.

How do rules originate on farmer irrigation systems

Farmers in old and established systems tell researchers that they do not know much about the origin of the rules they use. In Bali, for example, rules are encoded in a sacred religious system and are monitored and enforced by priests (Lansing, 1991, 2006).

What are some of the processes of rule change?

[T]he evolution of a rule system is not synonymous with progress. Certainly, evolutionary processes do not entail a priori judgments on the outcome. Evolutionary processes do involve, however, the generation of new alternatives, selection among new and old combinations of structural attributes, and retention of those combinations of attributes that are successful in a particular environment. In evolving biological systems, genotypic structures are changed through blind variation or directed variation (such as in the case of the domestication of many species of plants and animals). In evolving human-based rule systems, rule configurations within an action situation can change as a result of many self-conscious or unconscious mechanisms, including trial-and-error efforts, especially in collective-action processes. In some instances, the capacity of the biophysical resource system to buffer abuse from trial-and- error of different rule systems seems to play a necessary but not sufficient role in the emergence of successful self-governed rule systems (Basurto, 2008; Basurto and Coleman, 2010). Mechanisms for change in rule configurations can be roughly divided into relatively self-conscious and unconscious processes of change. Among examples of self-conscious processes that are frequently mentioned in the literature are those driven by imitation (Richerson and Boyd, 2005). Imitation of rules used by others can lead to rule evolution over time, especially if the farmers from multiple irrigation systems in a region regularly interact in a local market or other regular meeting place.

Imitation of entire rule systems that are thought of as ‘successful’ can also take place at the constitutional-choice level, such as the case of the adoption of the US National Parks’ law system by the Costa Rican nascent national park system. Other self- conscious processes of change in rule systems include some cases of external development interventions, such as when external aid support is conditioned to changes in local institutions based on foreign views of fairness, productivity, democracy, or development itself.

Competitive processes can also lead some users to self-consciously favor some institutional arrangements over others. Similarly, conflict over the interpretation of rules is also a process that frequently leads to self-conscious change.

Most self-conscious processes of change are based on the ability of humans to learn (Henry, 2009), such as when members of a rural fishing community organize to modify rules to control levels of exploitation based on past experiences (Basurto, 2005).

Unconscious processes of change include forgetting, like when there is a very large number of rules and no one ‘remembers’ them all without extensive research, or when laws are never practiced. The same phenomena are observed when certain taboos disappear through language loss, cognitive dissonance, technological change, or non-enforcement. These mechanisms can slowly erode rule systems, which then wither away and eventually can be replaced by new practices and norms of behavior (Kofinas, 2005).

Our dependence on language to communicate and the inherent ambiguity of language can lead to a number of unconscious processes of rule change as well. Rules are composed of mere words and, as Vincent Ostrom (1997) has frequently pointed out, words are not always understood by everyone with the same meaning (see also 2008a, 2008b). A guard may not understand the rules the same way as users. A guard, for example, may interpret rules that place heavy costs on the guard in contrast to those rules that involve low costs. Babbling equilibrium problems are widespread, even among scholars studying rules and norms systems! And, it is a key problem for the social sciences (E. Ostrom, 2005: 179).

Dopfer et al. (2004) view an economic system as a population of rules, a structure of rules, and a process of rules, where the micro domain refers to the individual carriers of rules and the systems they organize, the macro consists of the population structure of systems of meso, which is where processes of rule change take place.

It is worth restating that it would be naıve to assume that any evolutionary process always leads to better outcomes. In biological systems, competition among populations of diverse species led to the weeding out of many individuals over time who were outcompeted for mates and food in a given environment.