1.1 From individual to collective recognition and rewards

  • Mar 2023
  • Claartje Chajes
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  • Modified Apr 2023
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Claartje Chajes
R&R festival 2023

Iris Lechner, Joeri Tijdink, Jeroen de Ridder

VU Amsterdam

The Netherlands can be seen as a forerunner in making the recognition and rewards system more fair, inclusive and aimed at diversifying career pathways. So far, however, the debate has largely focused on individual academics. In order to change the system, redesigning the recognition and rewards systems for teams, departments and universities is also needed. The question then becomes how to align individual and collective recognition and rewards. One way to think about alternative ways to value universities is by focusing on the responsibilities they have towards knowledge – i.e. good education, good research and serving society well – we call these the epistemic responsibilities of universities. In a recent research project we developed a practical tool to which can contribute to redefining the ways in which universities are currently valued and evaluated – by shifting the focus to these epistemic responsibilities. During this co-creative workshop you will engage in an interactive session through various exercises. The workshop specifically focuses on the question: how can individual recognition and rewards be aligned with collective recognition and rewards?

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2 comments, latest: 24 April 2023

  • Report of the workshop:

    The participants in this workshop are set in a class-format: groups of four of five tables with Lego, colored paper, scissors, glitter etc. We knew what was going to be expected from us. Iris asked us the question: ‘What do you consider to be a good university?’. We answered the expected ones: Harvard, Oxford etc. When we were asked what makes a university a good university, we were a lot quieter.

    The core theme of this workshop: Can we imagine the university of the future? Iris and her team researched the perspectives that makes a good university around six 6 ‘Epistemic Responsibilities’:

    • To cultivate the diversity of disciplinary fields.
    • To address the big questions of life.
    • To stimulate the development of intellectual virtues.
    • To foster research integrity.
    • To cultivate and safeguard academic freedom.
    • To serve and engage with society at large.

    We were asked to put sticky notes on two large sheets of paper. One that said, ‘Imagine you’re 25 years in the future, how are universities Recognized & Rewarded?’. The other one said, ‘What does R&R look like in this university?’

    Just a few of the remarks on the sticky notes:

    • People in universities will be recognized and rewarded for their (less individualistic) contribution to their team, department, strategy, overarching aims.
    • Success is determined not only by the university itself but also by affiliated partners.
    • Quality is not assessed by rankings.
    • No hierarchical problems (i.e., social safety).
    • Teaching is tailored to individuals and performed by A.I.

    We were then asked to pick one of the Epistemic Responsibilities and make a 3Dmodel for the university of the future. The Lego and all the other things provided could be used.

    The funny thing was that all groups worked together on their model and there were clear similarities. These aspects could be clearly seen:

    • Multidisciplinarity / community / building bridges.
    • Influences from inside and outside.
    • Universities want to be ‘center’ of knowledge and expertise.
    • Open / adaptive.
    • Positivity / together we’re strong.

    Overall: We seem to have a completely different picture of what makes a university a good university than the examples mentioned at the beginning of this workshop.

    Claartje Chajes

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