On social media, some faculty have become evangelists for technology, for their expertise & for their economic opportunities at the intersection of the two.
Often, faculty evangelists praise the latest trend - from blockchain to cybersecurity to cryptocurrency. Often, they present as experts. Often, they imply supporting research experience when they have none.
I am troubled.
Two illustrations.
Let me start small.
A faculty member recruits participants to a blockchain training workshop that promises, in exchange for XYZ dollars, that they will learn cutting-edge skills.
When you ask an industry expert, what do they think? They tell you that the material is dated. So, participants will not receive the training necessary to master the baseline skills needed to deploy the technology.
Meanwhile, the faculty member pockets the money, proclaims their workshop victorious on LinkedIn, and recruits more participants.
Let me go large.
A faculty member proclaims they are a blockchain expert. While known for work in an adjacent area, they have yet to publish a data-informed peer-reviewed paper on the topic.
They post on LinkedIn, claiming expertise & start making media appearances. They proclaim the upside of technology and ignore the problems. This translates into a forward-looking reputation & lucrative consulting opportunities.
Meanwhile, despite having not established their expertise through peer-reviewed research, the faculty member lines their pocket with dollars.
In these examples, evangelists appear to do what all faculty do - "teach & research,"; yet, they are taking advantage of faculty roles to "cash checks."
They exploit faculty roles, by teaching students poorly or failing to research the phenomenon.
Despite being well-paid, they exploit information asymmetries with non-experts & trust extended by society to earn more money.
What to do?
We must change faculty culture and recognize that we no longer live in an Ivory Tower.
A few thoughts.
First, faculty must be more mindful that we are trusted. People listen to what we say. Students take classes because they believe we know things.
Teach what you know, honor that trust.
Second, faculty must be more aware that online statements impact lives. The old maxim that nobody gets hurt if I am wrong is no longer valid.
Our online statements inform real-world decisions, like health care & investments.
Third, faculty need to think before they speak. Social media extends our reach and lacks the safety of peer review.
Know your topic, how it might be interpreted, and whom it might reach.
Fourth, disclose conflicts of interest. Medical researchers routinely do it.
Share your biases with your audience.
Finally, know it's ok to make money, but be measured and responsible in how you chase it.
It's not ok to take advantage of students' or society's trust.
I hope we can come together to find an ethical way forward.
https://www.linkedin.com/posts/jason-thatcher-0329764_on-social-media-integrity-reframing-academic-activity-6917640542151462913-ZhL6?utm_source=linkedin_share&utm_medium=member_desktop_web
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