Archive for the ‘evolutionary theory’ Category
In this post, I want to discuss my style as a dissertation advisor. This is mainly for potential students, but I also want to start a thread on how to best advise doctoral students in sociology and related areas.
1. Statue of Liberty: With a few exceptions, I will accept any student who needs a dissertation advisor. This is a personal decision on my part. In my career, I’ve been in institutions where students couldn’t find advisers. It’s a problem when faculty get too picky about who they take on and a few advisers get saddles with most of the load. I will not contribute to the problem. The exceptions to the Statue of Liberty policy are where (a) the student is really having academic problems; I’ve never been able to help these students as much as I have tried and (b) you happen to be in a specialty where having an non-specialist advisor will really create problems for you.
2. Even though I accept the masses, I have a few general areas where I am most helpful: orgs/economic sociology; political sociology; education/higher education; sociology of knowlegde and science; formal methods/computational sociology. Specifically: institutional theory, networks, movements, social media, rational choice, higher education/disciplines, computational sociology. I am also developing my knowledge of health.
3. General approach I: I think it is important to tailor the CV to the student. If you want an R1 job, I will encourage publication. If you want liberal arts, we will work on your teaching CV. For policy jobs, speedy completion and showing research in a policy related area.
4. General approach II: I focus on nuts and bolts “American social science.” In other words, I like clearly stated problems, high quality data and a focus on description or inference. I don’t care if you are qualitative or quantitative. Just make it good.
5. General approach III: In general, I don’t tell people what their dissertation will be about. I do try to tell them if it is a good or bad. In other words, I don’t say “this will never work.” Instead, I’ll tell you about what’s been done, what sounds good, what might get them a job and so forth. But making a decision is what the process is about. If you want to do it, convince me!
6. General approach IV: Hands on. I believe in solving problems now rather than later. Some of my students come by all the time, others once or twice a semester. In general, I believe in constant interaction so we move students forward. For this reason, I think an open doors policy is good.
7. Philosophy of the dissertation: First, my default for most sociology students is “three chapters.” Why? The dissertation is a pedagogical exercise meant to show that the student can do research. It is not a masterpiece. Also, most students will start with articles so this is good. I note that this is a default – not a rule. If a student really needs a book format dissertation, that’s ok.
8. Dissertation quality: It is important that students be judged according to their career goals. All students must submit a good dissertation but how good can vary. The research oriented PhD student should be held to a higher standard than the student who will find non-academic work.
9. Graduation: For students oriented toward academia, article = graduation. For other students, we can start the graduation process as soon as I have two or three complete empirical chapters.
Use the comment to disucss how you approach PhD training.
In my social theory class, we had a week where we covered theories of sexual identity. A theme in writings from the 1980s or so is that the public adoption of a sexual identity is a political act. To say that one is gay or lesbian is to take a political position. Some people disagreed with that view. The two arguments go something like this:
- One needs to take an open political stance on one’s sexuality because not doing so allows repression. Call this the militant approach to identity.
- One needs to make their identity “regular” – queer people should not confront people so that being gay will be seen as an unremarkable identity. Call this the mainstreaming approach to identity.
This debate has a long history in queer politics, but there is one response that is usually absent, an argument based on game theory. One could argue that given the choice between militancy and mainstreaming, one should employ a strategy that combines militant and mainstream.
How does this argument work? Assume you have two “players” in the model – “society” and “LBGT.” The first mover is society and it can be nice or mean. But you don’t know what will happen. Maybe society is mean today, or nice. LBGT doesn’t find out until they encounter society and they have two responses – militant and mainstream. What does LBGT want? They want a repeated interaction with society that is nice. One strategy that will work is “tit for tat” – mimic what the first player does, hope he gets the message, and then they become nice.
Often people talk about how queers (or other minorities) should deal with allies and enemies. This model suggests an answer that is intuitive and supported by theory and research – tit for tat. Punish bad behavior and reward good behavior.
Orgtheorist and loyal orgtheory commenter Howard E. Aldrich is featured in a video about his intellectual trajectory and the history of organizational studies. Learn about Howard’s start in urban sociology and organizational studies, why he finds cross-sectional studies “abhorrent,” his years at Cornell where he overlapped with Bill Starbuck, and how he got started publishing in organizational ecology. He also explains how the variation, selection, and retention VSR) approach was a “revelation” for him, and how various institutions (University of Michigan, Stanford, and others) have promoted his intellectual development via contact with various colleagues, collaborators, and graduate students. Towards the end of the interview, Aldrich describes his latest research on the Maker movement, including hacking and the rise of affordable 3-D printing and other hardware and software that may propel technological innovation.*
The videoed interview is courtesy of Victor Nee’s Center for Economy & Society at Cornell University. More videos, including a presentation on his work on entrepreneurship, are viewable here. Also, those looking for an organizational studies text should see his seminal Organizations Evolving with Martin Reuf here.
* The Maker movement has strong affinities with Burning Man. In fact, that’s partly how I started attending Maker Faire – check out my photos of past Maker Faires, which included performance artists from the now-defunct Deitch Art Parade.
Single autocatalytic networks generate life, but they do not generate novel forms of life. There is nothing outside of a single decontextualized network to bring in to recombine with what is already there. Self-organizing out of randomness into an equilibrium of reproducing transformations, the origin of life, was a nontrivial accomplishment, to be sure. But this is not quite speciation, which is emergence of one form of life out of another.
Transpositions and feedbacks among multiple networks are the sources of organizational novelty. In a multiple-network architecture, networks are the contexts of each other. Studying organizational novelty places a premium on measuring multiple social networks in interaction because that is the raw material for innovation. Subsequent cascades of death and reconstruction may or may not turn initial transpositions (innovations) across networks into system-wide invention.
Through fifteen empirical case chapters, Padgett and Powell extracted eight multiple-network mechanisms of organizational genesis:
Howard Aldrich, a man who needs no introduction, has written a new book about entrepreneurship and evolutionary theory. He’s also written a blog post at the publisher’s website discussing some of the book’s key insights and detailing his own intellectual journey as a sociologist who has embraced entrepreneurship as a topic of study. It’s really interesting. Everyone should go read his blog post.
In addition to providing a really fascinating look into the mind of Howard Aldrich, in his post he offers some sage advice to young organizational scholars. It’s such good advice I thought I’d cross-post it here:
- Think in terms of long-term projects, especially if you are studying dynamic processes that take some time to unfold. Cross-sectional studies provide snapshots of the way things are at a moment in time, but most contemporary theorizing concerns mechanisms and emergent processes that must be studied over time. Many of my projects involved data collection that extended over 4 to 6 years, with analysis and writing requiring several more years. Luckily, I had a portfolio of projects, some of which came to fruition earlier than others and thus I never lacked things to do!
- Think in terms of cumulative work that builds one paper on top of another, as a project matures over its planned life. In this age of “salami-publishing” – chopping bigger projects into smaller chunks and then publishing the smaller bits as independent papers – scholars often forget that such behavior cannot go undetected. Independent observers of someone’s career take notice of suboptimal publishing patterns and are likely to discount a project’s worth, if its contributions are diluted by being parceled out in dribs and drabs. Instead, focus on establishing theoretical and empirical continuity across your work.
- Pay attention to what others are doing and find ways to link your work to theirs. With tools such as Google Scholar, citation alerts, table of content alerts, and other technologically-enhanced ways of keeping track of work in your field, you can enhance the impact of your own contributions by showing how it relates to the emerging state of the art.
- Most research projects in organization and management studies are multi-disciplinary, especially in entrepreneurship. Keep up with key work in other disciplines working on the same or similar issues, attend conferences, read their journals, and seek other people with diverse competencies to work with you on your long-term projects.
I really like his second point about the cumulative contribution of your work. One of the travesties of contemporary scholarly contribution metrics is that we have substituted quantity of publications for cumulative contribution. We assume that somebody with 5-6 publications in “A” journals has made a contribution, irrespective of the content of that work or how it aggregates into larger themes. Personally, I’d like to see more younger scholars who are actively laying out a theoretical and empirical agenda that builds on itself over time and who think less about how they can get their next AMJ paper published. Of course, making that a winning strategy is best done in a context where tenure committees actually read the work and make thoughtful assessments of quality rather than just counting lines on a CV.
Here’s a recent book chapter worth reading: “Why Behaviorism Isn’t Satanism.”
The history of comparative evolutionary psychology can be characterized, broadly speaking, as a series of reactions to Cartesian versus pragmatist views of the mind and behavior. Here, a brief history of these theoretical shifts is presented to illuminate how and why contemporary comparative evolutionary psychology takes the form that it does. This brings to the fore the strongly cognitivist research emphasis of current evolutionary comparative research, and the manner in which alternative accounts based on learning theory and other behaviorist principles generally receive short shrift. I attempt to show why many of these criticisms of alternative accounts are unjustified, that cognitivism does not constitute the radical lurch away from behaviorism that many imagine, and that an alternative “embodied and embedded” view of cognition—itself developing in reaction to the extremes of cognitivism—reaches back to a number of behaviorist philosophical principles, including the rejection of a separation between brain and body, and between the organism and environment.
Key Words: animal, cognition, behavior, cognitivism, behaviorism, evolution, learning, psychology