“More efficient administration” seems always to generate a lot of highly paid jobs that are for people who do neither research or teaching. Everywhere you look. there are advertisements for Faculty Administrators and Division Heads

I was about to say that ‘only time will tell whether the benefits of all these administrators exceeds their considerable costs’. But it is unlikely that time will tell, because nobody will look. I wonder how one could assess whether an adminstrator is worth the cost of 2 or 3 postdocs doing research? I’d be willing to bet that nobody in authority has even given a moment’s thought to that question.

The next wheeze is Research Facilitators

Here is an advertisement, somewhat shortened (the emphasis is mine).

Xco Recruitment. Stuck in a rut? Overworked and underappreciated? Capable of reading and operating a world class search engine such as Google? Can you fill in a form? Then our clients – a Global but supposedly impecunious University have the job(s) for YOU!

SCHOOL RESEARCH FACILITATOR REQUIRED.

The post has two main facets so the applicant must be thin, one facet looks in and the other out, so the applicant probably shouldn’t dabble in Zen or other esoteric schools, as meltdown may occur positing which in is in or which out is out or is in in fact out. (,,,,,, I’m sorry I’m on job experience, please distribute these commas as you see fit in the previous phrase).

You will be responsible for advising Departments and Individuals (possibly “Schools” but these appellations are getting beyond me) what they should research into/on though you have to have no specialist knowledge in any field. (look I’m paraphrasing, I didn’t write the description – but if I were you I’d go for the Arts and Humanities one – it’ll be piss easy).

You will be paid a “relatively” large amount of money for trawling through a couple of internet sites and reading a specialist magazine called “Charities Today” or some such, you will then ‘phone up a few people and inform them that, “the Xco Cardifasterization Trust has a spare £5000 to give to anyone willing to mention them in a paper, £3000 for a typo” sadly after the university takes its overheads this will leave them owing the £450. Oh, yes, in the light of the larger Research Funders you may have to enterprise multitasking amongst a host of recalcitrant divas, therefore some diplomatic/railroading skills may be essential.

From a correspondent

A few days after posting this, I got the following comment from a correspondent,

“This free market has generated a whole new breed of employee, especially in further education, the Bid Writer. In education nowadays the pen can be mightier than the chalk. Bid Writers are a special breed who can weave together and launch back at policy wonks all their own buzzwords, with the deadly accuracy of a guided missile, sending them into the sort of sustained ecstasy that loosens both critical judgment and purse strings.

“This synoptic overview summarises the operational strategy for delivering the procedural and content objectives to a world-class standard, within the parameters delineated in Annex A of Initiative 374B, glob glob, oodle oodle, turge turge.” Wonderful. Give that school a few hundred grand. “

Worthwhile policies graft seamlessly on to schools and eventually become their own. An ephemeral policy is merely a headline grabber, a wheeze, demeaning to both begetter and recipient. Who needs a physics teacher, when among today’s most highly esteemed pedagogues are wordsmiths who can deliver world-class meaningless bollocks to order?”

This post is nerdy university politics stuff, but it matters a lot to some of us.

I have always been impressed by the lack of interest that management theorists, and education theorists, show in subjecting their ideas to empirical tests. Edinburgh University was one of the first to go down the path down which other places (including UCL) are now heading like so many lemmings.

Edinburgh abolished their departments in 2002, and, in 2005 they conducted a review of what had ensued, The responses make interesting reading (not least because much of what they say is remarkably similar to points that I have made again and again, to no effect).

Sadly, I have only just come across these documents. I wonder if our own managers have read them?

Let’s start with quotations from the university’s 2005 review document

“In 2002 the University made some radical changes to its structures. It abolished its previous structure of Faculties and Departments for academic purposes and Faculty Groups and Planning Units for planning and resourcing, and replaced these with a single integrated structure consisting of three Colleges and 21 Schools. Previous arrangements for electing Heads of Department and Deans were replaced by competitive appointment to the new management positions, after external advertisement for Heads of College.”

. . .

3.1
The Review Group found, from the evidence provided and gathered, that the implementation of a new organisational structure in 2002 had been strategically astute, leading to clear benefits to the institution as a whole.

. . .

This is not to say that feedback provided by colleagues to the Review was wholly positive

That last quotation must rank as as the understatement of the decade. You can read the responses at http://www.aaps.ed.ac.uk/restreview/responses/. Here are some quotations from them,

Professor R G M Morris, FRS, School of Biomedical & Clinical Laboratory Sciences

Like the Principal, I also think there are merits in the new arrangements that have already and will continue to yield benefits.

However, I think we should also have the courage and self-confidence to recognise a major downside. As I write, Harvard University is in uproar about some reported comments of their President, Larry Summers, about the paucity of women in science.

It would never happen at Edinburgh because – bluntly – we have become comatose. Perhaps I am not in the right place, but no one seems to discuss openly about anything that really matters to the University. We simply keep our heads down and try to get on with our teaching and research. Perhaps that is a good thing, and the debate at Harvard is but “hot air” when everyone would be better spending time in the lab or the library. But ‘m not sure. For there is a confidence and elan about the Harvard academic staff that, presently, seems to have been lost in Edinburgh – a loss that has coincided with the introduction of the Schools.

This loss is particularly reflected in the very few responses you have received to date to this circular. It is as if no one cares. And that, frankly, is deeply worrying. In the old rough and tumble of the ostensibly “inefficient”  Departmental system, we would have regular staff meetings and actually debate things – and we did this because the voice of everyone in a Department mattered. We had postdoctoral staff and postgraduate students at our staff meetings – their voice mattered too and we listened to what they had to say. It feels to me that this overt recognition of the value of the academic community in Edinburgh is no longer the case. The School of which I am now a member has had two meetings in three years, and with so many people present in a large lecture theatre, the atmosphere was not conducive to discussion and debate.

In conclusion, Edinburgh University is at risk of becoming a place where bland, respectable comment replaces genuine debate. I am wary of this absence, because I am deeply distrustful of the credibility of anyone unprepared to debate openly and honestly. The senior management may, of course, be so busy juggling their managerial role with continuing academic life that they are unaware of this developing problem. Surely the business model can work hand-in-hand with a managerial framework that supports genuine intellectual debate?

Richard Morris, D.Phil., F.R.S.
Professor of Neuroscience
Division of Neuroscience
School of Biomedical & Clinical Laboratory Sciences

Dr Ian Astley, School of Literatures, Languages and Cultures, 18/02/05

I hardly know where to start with all this. It is abundantly clear, both from my own meditations and from discussions with colleagues — academic colleagues — that the recent changes to the university’s structure have been a radical contravention of everything which a university should stand for. Real opportunities for debate and democratic determination have been stifled, all in the service of a dogma of efficiency which it is impossible to describe or account for.

Professor Alan Murray, School of Engineering and Electronics, 4/02/05

One aspect of the old system that has, sadly, been largely lost, particularly in areas where modestly-sized departments have been merged in to larger schools, is the feeling of community and common purpose across research and teaching activities. The replacement of Departments by Research Institutes (and I am head of one) has not created new communities of the same nature and size. One particularly unfortunate result of this change has been the effective marginalisation of colleagues whose primary focus is on teaching and support of teaching activities.

Alan Murray
Professor Alan F. Murray,
Head of the Institute for Integrated Micro and Nano Systems,
School of Engineering and Electronics,

Dr Don Glass, School of Engineering & Electronics, 14/02/05

The restructuring has transformed the University into a rather top-down structure with a much smaller number of much larger administrative units.

The Research Institutes do not yet provide the sense of identity, cohesion and support that the old departments (whatever their failings) did. The Heads of Institute have done their best but are hampered by the physical dispersion of their staff and by restricted budgets.

Academic staff in particular, and technical and clerical staff to a lesser degree, feel that they are much less in control of their lives than was previously the case. This leads to stress and poor morale.

The Teaching Organisation has worked well at the strategic level (compliance with the requirements of the Curriculum Project, for example) and at the most basic level of timetabling, classroom allocation, collection of completed coursework, recording of marks etc. However, the diversity of the engineering disciplines and the curriculum requirements of the professional institutions have meant that accreditation, curriculum development and the allocation of teaching duties have fallen to the Heads of Discipline. These individuals have no budget at their disposal, no formal authority, no clerical or other support, no formal reward and little recognition. It is surprising that anyone can be found to take on the job.

Heads of School are expected to act as Line Managers for units containing in most cases over 100 academic and support staff. In industry or the civil service, this would be regarded as ludicrously burdensome, and I am at a loss to understand why the university feels that it can expect this level of output from its senior staff.

Improvement of the dissemination of information to ordinary members of staff would improve morale. In the old days, heads of department would ensure that their staff were kept abreast of developments: this does not happen to the same extent now. Equally, inclusion of more staff at an earlier stage in decision-making would not merely improve acceptance of change but would also possibly deliver better thought-out policy My suggestion would be to recognise the Disciplines as bodies responsible for professional representation, curriculum development and accreditation. They would provide a ‘home’ for staff excluded from the Research Institutes.

Professor Andrew Barker, School of Literatures, Languages and Cultures, 14/02/05

You write:

‘The process has been generally been well received and, as Principal and Vice-Chancellor Professor Timothy O’Shea points out, “has aroused interest (and even emulation) in other institutions”.’

And in so doing you simply add to the disenchantment which, as you must surely know, has followed upheavals of the last couple of years. Could you not have initiated the debate without such self-congratulatory spin?

At the same time as there have been gains, there have also been losses. Above all, and one hears the complaint time and again, it is felt that restructuring has led to a diminished sense of belonging to an academic community. The abolition of the democratic faculty structure has fuelled a feeling of disempowerment and atomisation which does not help morale at a time when colleagues are assailed by new developments on all sides

What is needed, I feel, is a movement to re-engage colleagues with the
university: to let them feel that it is indeed ‘their’ university, that they are not merely a workforce which is expected to respond to a series of diktats from above. At a quite mundane level, provision of common room facilities (so spectacularly absent for those working in the George Square area) would enable us to re-establish contact with colleagues from other disciplines.

Professor Charles Warlow, Professor of Medical Neurology, Molecular and Clinical Medicine, 14/02/05

I start from the position that the structure of a University should enable academics to do research and teach, and have time to think and write which are so important in both.

Clinical academics like myself are -for better or worse – often rather disconnected from the rest of their Universities, partly because we often work way from the centre of the University, partly because we don’t think in terms (or now semesters), and partly because we have patient care concerns. Nonetheless it is good to feel part of and supported by an institution which facilitates and nurtures our research and teaching. I did feel this, when I was in a group then called a Department of Clinical Neurosciences which was part of a faculty then called Medicine, all of which I could naturally relate to and which mapped on to my clinical work and teaching. But now we have Divisions (in my case more or less the same as the old Department), Centres and Schools -two extra layers of management between us in the trenches and the College (was faculty) and Head of College (was Dean). And we do not seem to have any ‘faculty’ meetings any more, one of the very few opportunities to meet up with colleagues from not just my own hospital but with others across town (the Royal Infirmary, Royal Edinburgh Hospital etc). It as an irony that as we have moved to Colleges we have become less ‘collegiate’.

For me there has not only been a loss of collegiality, and so opportunity for cross fertilisation between medical disciplines, but there has been no advantage in terms of teaching or research. As far as teaching goes, the Divisional, Centre and School structure seems to be all about research with an eye on the RAE – not teaching. And it is particularly inappropriate to exclude researchers from Centres, these people may well be struggling and so in need of support. The notion that the new administrative structure encourages inter-disciplinarity – in medical research at least – is just not true.

I cannot see any efficiency gains from where I sit. Personally, I feel more disconnected from the Heads of this and that than ever I did before (but I certainly do not envy them their task, far more complicated, bureaucratic and time consuming than ever it was when I was Head of Clinical Neurosciences)

Sadly however, although I once felt a sense of belonging and so loyalty to the University as a collegiate bunch of academics, in it for teaching and research, this is not so much how I feel now that it seems more of an impersonal business hierarchy.

Professor Jean Duffy, Professor John Renwick, Mr Philip Bennett, Dr Véronique Desnain, Dr Marion Schmid, School of Literatures, Languages and Cultures, 17/02/05

The new structures were originally presented to us, at the open meeting held by Stewart Sutherland, as a means of streamlining and reducing bureaucracy. Yet, the restructuring has involved the interposition of an extra administrative layer, the creation of a substantial number of administrative posts, including new senior management posts and a labyrinthine bureaucracy.

In an earlier exchange with Senior Vice-Principal Anderson regarding space matters, he commented that it is ‘virtually impossible to work out in any realistic way what the net cost [of the restructuring] (and the medium-term benefit) has been’. We find this extraordinary: any organisation employing a large workforce (in this case, 6,800 and Edinburgh’s third biggest employer, according to the web site) and with responsibility for the education of over 20,000 students and large amounts of taxpayers’ money ought to be able work out such sums.

Faculty meetings have been replaced by “plenaries” in which very little, if any, real business is done, no major decisions are ever taken (even in a School which voted to retain decision-making powers), and in which academics are informed about decisions that have been taken elsewhere. The former Faculty of Arts did have the capacity to influence the decisions of Central Management, even if it exercised that power rather too rarely. In the new structures, any power to influence has been effectively diluted, largely because we do not have an equivalent formal assembly designed to encourage or even permit full participatory debate and because the burden of representation falls upon a few individuals. Thus divided, we are much easier to rule, even if that was not the intention.

To be fair to the new Management Team, it did not create the original template for restructuring; as we understand it, it was presented with a fait accompli and a huge task of implementation. No doubt the new structures can be made to work in more user-friendly ways, but the University needs to relearn -and fast – how to listen to its academic staff. This institution has a great many staff who are committed to teaching and to research, who have willingly shouldered heavy administrative burdens often over long periods, and they have to feel that they have a voice.

The good will of academic staff is one of the University’s most precious resources; it is certainly its cheapest: after all, it is that good will which makes so very many individuals start work early, finish late, work every weekend and not take their full annual leave. If the University has common sense, it will invest in it, not exhaust it.

Professor Colin Nicholson, School of Literatures, Languages and Cultures, 18/02/05

In its 2001 Resolution concerning proposed changes to academic management the University Court made its intentions clear. In order to enable the university to respond effectively to the altered economic circumstances in which we must now operate, Court deemed it desirable:

to reorganise the system of academic management in the University “in a way which sustains the teaching and research of the University to the highest standards and which maintains and enhances the quality of the university as an academic community of international standing”.

These sensible priorities were echoed in a Court paper of March 2002 . . .

These intentions have been radically betrayed. In a range of senior voices all across the University, from Kings Buildings to George Square to High School Yards we are hearing the same thing -that an academic community now feels reduced to an atomised and disempowered workforce which is expected to respond to a series of diktats from above.

The expression and experience within and across the academic community, of disaffection, demoralisation, disenfranchisement and alienation that we have been reporting on for several months requires urgent redress.

Dr Sarah Carpenter, School of Literatures, Languages and Cultures, 18/02/05

But for equally practical reasons it actually it seems to have reduced the opportunities for academic co-operation with subject areas beyond the School. As a member of the former Faculty of Arts I encountered regularly colleagues from a range of disciplines across the Faculty, not only in Faculty meetings, but in administrative and other activities from which academic co-operation might flow. There is no longer any forum or space in which I encounter these colleagues.

There is certainly a strong perception among academic staff that the new system is in a phrase many have used “top-heavy”, and in some areas more rather than less cumbersome. In terms of streamlining and simplifying administrative procedure the system is experienced as adding a new layer.

The new structures have not allowed for any forums beyond the School in which staff can express and debate views, and pass them on to those who will make decisions (this is allied to the loss of meeting opportunities).

Probably allied to this is a perception that not only are decisions for implementation handed down from the centre, often by rather tenuous chains of information distribution, but that the university does not recognise or acknowledge the level of effort required to implement them.

Professor Brian Charlesworth, School of Biological Sciences, 04/02/05

I do not regard developments associated with the restructuring at all favourably. This has introduced a far more ‘top-down’ style of management, with over large units whose heads know little of what is going on at the grassroots level. The academic staff are being issued with orders instead of being consulted, and constantly being forced to implement ever more bureaucracy. In the long term, this will lead to creative people leaving the university, and only the mediocrities who are prepared to cringe to the men in suits will remain. I sense that this is already starting to happen.

It seems that little notice was taken of any of these comments. Well well, There’s a surprise.

Jump to follow-up

Peter A. Lawrence of the Department of Zoology, University of Cambridge, and the MRC Laboratory of Molecular Biology, Cambridge has written a beautifully argued article, The Mismeasurement of Science. It appeared in Current Biology, August 7, 2007: 17 (15), r583. [Download pdf]

It should be read by every scientist. Even more importantly, it should be read by every vice chancellor and university president, by every HR person and by every one of the legion of inactive scientists who, increasingly, tell active scientists what to do.

Here are some quotations.

“The use of both the H-index and impact factors to evaluate scientists has increased unethical behaviour: it rewards those who gatecrash their names on to author lists. This is very common, even standard, with many people authoring papers whose contents they are largely a stranger to.”

  “. . . trying to meet the measures involves changing research strategy: risks should not be taken . . .”

  “. . . hype your work, slice the findings up as much as possible (four papers good, two papers bad), compress the results (most top journals have little space, a typical Nature letter now has the density of a black hole), simplify your conclusions but complexify the material (more difficult for reviewers to fault it!), . . . .it has become profitable to ignore or hide results that do not fit with the story being sold — a mix of evidence tends to make a paper look messy and lower its appeal.”

“These measures are pushing people into having larger groups. It is a simple matter of arithmetic. Since the group leader authors all the papers, the more people, the more papers. If a larger proportion of young scientists in a larger group fail, as I suspect, this is not recorded. And because no account is taken of wasted lives and broken dreams, these failures do not make a group leader look less productive.”

“It is time to help the pendulum of power swing back to favour the person who actually works at the bench and tries to discover things.”

The position of women

Lawrence argues eloquently a point that I too have been advocating for years. It is well known that, in spite of an increased proportion of women entering biomedical research as students, there has been little, if any, increase in the representation of women at the top. This causes much hand-wringing among university bureaucrats, who fail to notice that one reason for it is the very policies that they themselves advocate. Women, I suspect, are less willing to embrace the semi-dishonest means that are needed to advance in science. As Lawrence puts it

“Gentle people of both sexes vote with their feet and leave a profession that they, correctly, perceive to discriminate against them [17]. Not only do we lose many original researchers, I think science would flourish more in an understanding and empathetic workplace.”

The success of the LMB

It is interesting that Peter Lawrence is associated with the Laboratory for Molecular Biology, one of the most successful labs of all time. In an account of the life of Max Perutz, Danielle Rhodes said this.

“As evidenced by the success of the LMB, Max had the knack of picking extraordinary talent. But he also had the vision of creating a working environment where talented people were left alone to pursue their ideas. This philosophy lives on in the LMB and has been adopted by other research institutes as well. Max insisted that young scientists should be given full responsibility and credit for their work. There was to be no hierarchy, and everybody from the kitchen ladies to the director were on first-name terms. The groups were and still are small, and senior scientists work at the bench. Although I never worked with Max directly, I had the great privilege of sharing a laboratory with him for many years. The slight irritation of forever being taken to be his secretary when answering the telephone—the fate of females—was amply repaid by being able to watch him work and to talk with him. He would come into the laboratory in the morning, put on his lab-coat and proceed to do his experiments. He did everything himself, from making up solutions, to using the spectrophotometer and growing crystals. Max led by example and carried out his own experiments well into his 80s.”

Max Perutz himself, in a history of the LMB said

“Experience had taught me that laboratories often fail because their scientists never talk to each other. To stimulate the exchange of ideas, we built a canteen where people can chat at morning coffee, lunch and tea. It was managed for over twenty years by my wife, Gisela, who saw to it that the food was good and that it was a place where people would make friends. Scientific instruments were to be shared, rather than being jealously guarded as people’s private property; this saved money and also forced people to talk to each other. When funds ran short during the building of the lab, I suggested that money could be saved by leaving all doors without locks to symbolise the absence of secrets.”

That is how to get good science.

Now download a copy of Lawrence’s paper and send it to every bureaucrat in your university.

Follow up

• The Times Higher Education Supplement, 10 Aug 2007. had a feature on this paper. Read it here if you have a subscription, or download a copy.
• In the same issue, Denis Noble and Sir Philip Cohen emphasise the importance of basic research. Cohen says
  

  “In 1994, after 25 years in the relative research wilderness, the whole thing changed.

  “Suddenly I was the best thing since sliced bread,” Sir Philip said. “We set up the Division of Signal Transduction Therapy, which is the largest-ever collaboration between the pharmaceutical industry and academia in the UK.”

  But the present research funding culture could prevent similar discoveries. “In today’s climate that research would not have been funded,” Sir Philip said. “The space programme hasn’t allowed us to colonise the universe, but it has given us the internet – a big payoff that industry could never have envisaged.” (Download a copy.)

• Comments from Pennsylvania at http://other95.blogspot.com
• How to slow down science. Another reference to Lawrence’s paper from a US (but otherwise anonymous) blog, BayBlab.

How to select candidates

I have, at various times, been asked how I would select candidates for a job, if not by counting papers and impact factors. This is a slightly modified version of a comment that I left on a blog, which describes roughly what I’d advocate

After a pilot study the entire Research Excellence Framework (which attempts to assess the quality of research in every UK university) made the following statement.

“No sub-panel will make any use of journal impact factors, rankings, lists or the perceived standing of publishers in assessing the quality of research outputs”

It seems that the REF is paying attention to the science not to bibliometricians.

It has been the practice at UCL to ask people to nominate their best papers (2 -4 papers depending on age). We then read the papers and asked candidates hard questions about them (not least about the methods section). It’s a method that I learned a long time ago from Stephen Heinemann, a senior scientist at the Salk Institute. It’s often been surprising to learn how little some candidates know about the contents of papers which they themselves select as their best. One aim of this is to find out how much the candidate understands the principles of what they are doing, as opposed to following a recipe.

Of course we also seek the opinions of people who know the work, and preferably know the person. Written references have suffered so much from ‘grade inflation’ that they are often worthless, but a talk on the telephone to someone that knows both the work, and the candidate, can be useful, That, however, is now banned by HR who seem to feel that any knowledge of the candidate’s ability would lead to bias.

It is not true that use of metrics is universal and thank heavens for that. There are alternatives and we use them.

Incidentally, the reason that I have described the Queen Mary procedures as insane, brainless and dimwitted is because their aim to increase their ratings is likely to be frustrated. No person in their right mind would want to work for a place that treats its employees like that, if they had any other option. And it is very odd that their attempt to improve their REF rating uses criteria that have been explicitly ruled out by the REF. You can’t get more brainless than that.

This discussion has been interesting to me, if only because it shows how little bibliometricians understand how to get good science.

That is the title of a paper in the BMJ (11 August 2007, 335, 304) by Anisur Rahman (reader in rheumatology, University College London). He points out the strong disincentives to collaborative work that now exist. One disincentive is the enormous amounts of documentation that is now needed for any sort of clinical research. Another disincentive lies in the daft assessment methods that are becoming fashionable, because they give you very little credit for being one among many authors.

“it could be argued that clinical academics who wish to thrive should avoid taking part in such collaborations—unless they are a lead author”.

Download Rahman’s paper

Contradictions and stress

This paper highlights one of the things that makes academic life so stressful. We are constantly getting contradictory instructions, often from the same department (usually HR). Here are a few to start with.

• You must produce at least three world-shattering results per year, and everyone must all publish them in the same half-dozen journals. And you must do lots of teaching. And you must fill in all the forms sent to you by HR to say how long you spend on research (but not the hours please, just the percentage). Then the next letter says you must take your full holidays and work a 38 hour week for your work-life balance.
• We must have no bias against the appointment of women. But remember that the rules of the game make it almost impossible for a woman to get to the top in science if she wants to have children too.
• You must do lots of collaborative and interdisciplinary work (because that is the buzzword of the moment for the failed postdocs who staff the research councils and journals. Oh, and remember that you must not submit for RAE purposes
  any paper that bears the name of a colleague with whom you collaborate.
• You must employ only the most brilliant postdocs, but don’t be too assiduous about assessing their ability because that might cause bias. And, by the way, remember that it is essentially impossible to get rid of anyone, however incompetent.
• In order to ensure a big grant income (to be used in assessing promotion), you must employ lots of postdocs. That ensures you won’t have time to check too carefully what they do, much less do anything original yourself.
• You must have lots of collegiate spirit, and be able to recite by heart that excruciatingly embarrassing mission statement (oh, and by the way, your department has just been abolished).

The UK government, and UK vice chancellors, are exerting a lot of pressure to increase industrial funding in Universities. So far they haven’t listened at all to suggestions that research and commerce don’t mix well. It is asking too much of human nature to think that judgment about an experiment will not be influenced if you have a financial interest in one outcome rather than another. That is why the best researchers (at least in the biomedical field) avoid industry funding whenever possible: they want their results to be seen as independent.

It is well documented now that clinical trials tend to be distorted when they are funded by the pharmaceutical industry. See, for example, Lexchin, Bero et al,. in the British Medical Journal (2003), and Brennan et al. (2006) in the Journal of the American Medical Association, and the excellent book. The Truth About the Drug Companies, by Marcia Angell.

Brennan’s proposals for reducing this influence were well received on the whole, though they were opposed by a Dr K.J. Meador of Florida. But them Dr Meador’s letter ended with “Financial Disclosures: Dr Meador reported receiving grants from GlaxoSmithKline, Neuropace, SAM Technology, UCB, and the NIH; acting as a consultant to Abbott, Cyberonics, Eisai, GlaxoSmithKline, Neuropace, Novartis, Ortho McNeil, and UCB; obtaining honoraria from GlaxoSmithKline, Ortho McNeil, and UCB; and receiving salary from clinical electrophysiology, patient care, and an endowed chair at the University of Florida.”. Well, there’s a surprise.

It seems that this has dawned on the University of California. Their central administration, according to a report in Nature magazine (July 2007), has attempted to restrict the way the pharmaceutical industry buy favour in academia. The Nature editorial ends thus,

“. . . the latest policy tries to put the brakes on a trend towards heavier reliance on private funding that this fiscal squeeze has unleashed. The university’s campuses are understandably concerned about their ability to attract funding from all sources so that they can continue to operate at world-class levels. The best course available to them, nonetheless, is to follow the high standards that have recently been set at other academic medical centres, such as those at Stanford University, and to embrace the proposed policy. ”

Quite. It seems that the UK government and UK vice chancellors are going flat out for a policy that is already out of favour at Stanford. They are one step behind again. But then neither are Stanford, Yale and Harvard heading quite so enthusiastically down a path that takes power out of the hands of those who teach and do research.

Of course, Yale still has a Department of Pharmacology. Which is more than UCL has.


Postscript. There is nothing that the quackery industry likes to talk about more than the evils of Big Pharma. What they should remember is that the quackery industry is not only rich, but it is almost 100% fraud. Big Pharma may behave badly at times, but, with on the basis of pure research done largely in universities, they are also the folks who brought you general anaesthetics, antibiotics and all manner of things that have improved and lengthened lives.

Follow up

• There are some sensible comments about industry funding here. There are always problems, but in some areas they are perhaps not as big as in the biomedical business.