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Professor Peter Allen
Professor Henrik Jeldtoft Jensen
Eve Mitleton-Kelly, Alexandros Paraskevas and Christopher Day
Professor Yaneer Bar-Yam
The structure of scientific inquiry is being transformed by broad relevance of the strategies and methods of complex systems science for understanding physical, biological and social systems. Disciplinary and cross-disciplinary interactions are giving way to trans-disciplinary and unified efforts to address the relevance of large amounts of information to description, understanding and control of complex systems. From the study of biomolecular interactions to the workings of the mind to global socio-economic risks, pandemics and environmental disasters, complexity has arisen as a unifying feature of challenges to understanding and action. In this arena, information, structure, function and action are entangled. New approaches that recognize the importance of collective patterns of behaviour, the multi-scale space of possibilities, and evolutionary or adaptive processes that select systems or behaviours that can be effective are central to advancing our understanding and capabilities.
Associate Professor Benyamin Lichtenstein
Professor Bill McKelvey
Professor Patrick Beautement
Perceived Benefits versus Unintended Consequences
Imad A. Moosa
‘Publish or perish’ (POP) is a phrase that describes the pressure put on academics to publish in scholarly journals rapidly and continually as a condition for employment (finding a job), promotion, and even maintaining one’s job. POP may be advocated on the grounds that a good track record in publications draws attention to the authors and their institutions, which can facilitate continued funding and the progress of the authors themselves. However, the POP culture also brings with it unintended adverse consequences that outweigh any perceived benefits. There is no consensus view on who actually coined the term ‘publish or perish’. The rise of the POP culture can be attributed primarily to the attitude of governments that look at higher education as a cost, not an investment, or those believing that it is not their job to fund education.