23rd October 2008, 03:45 PM
**rant alert**
We seem to be straying into the territory of "What ONE thing would change archaeology," where the mood seems to be focused on a clearer career structure.
I started digging before going to uni and went on to do a degree because I foolishly thought that I would learn the science (for want of a better word)of what I was doing, (taphonomy, soils, surveying, better artefact skills, development of SMRs, using APs etc). I am glad that I started at the digging end because my degree was very heavily theoretical and philosophical and at the time seemed very divorced from archaeology as I knew it and the university was outright hostile toward the commercial sector. Had I not dug, the experience would've completely put me off an archaeological career.
In retrospect, however, I am glad I did the degree because it gave me the skills to research and report write, although these benefits did not show themselves for some years. I am not sure that university is the best place to learn how to dig beyond the basics. Time is short and there is so much to teach, and I honestly think that the commercial sector as a whole excavates to a higher standard than the academic, granted we can't always structure our research aims as we would like. I would like to see a final year placement scheme like teachers do and that is an area where the IfA could help. (Personally, I think their current bursary scheme is excellent and a real measurable improvement.)
There is a bigger problem though. I have noticed in the past few years that universities are starting to crank out belligerent archaeology graduates (see IfA paper on scribd) who do not listen, look and learn but only challenge every single sentence like a bunch of three year olds. I mean the very little things like, "clean your tools, please share the wheelbarrow because there isn't enough space in that corner, don't walk on that area, it hasn't been photoed...." I really think work experience on a real site would demonstrate why a site is a team effort before they reach the "I have a degree, my tutor says I should be a supervisor in three months," stage.
An industry wide promotion structure would be nice too. I entirely agree on the point about supervisors who can't dig etc. When somebody with the same job title as me in the same company (so theoretical equality of role) cannot do their job it reflects poorly on me, on the company and the profession as a whole. (Anybody who knows me knows that I am egalitarian and believe in people helping each other out, but site assistants writing uncredited reports for PO's is taking the p*** and has been known to happen.)
I think that all units should have a clearly stated probation period after which there should be a formal assessment and training provided for skills gaps and a second probationary period if required. I also think that for BAJR grades 4/5 and above there should be an external member of the profession at the assessment (ie a member of another independent archaeological organisation, trust, curator, rival unit, or similar). Units could reciprocate between themselves, say to a maximum of 3 cases in a row with the same partner or a year). After all, universities have external examiners. I think this would be preferable to assessment centres.
I know the government is all obsessed with getting as many people as possible to have first degrees, but if the IfA does one good thing it would be pushing for the case of making continuing education easier (funding, time....) because this is an industry that benefits from a learn more as you go structure. As you might have guessed I am a strong supporter of CPD and have kept a log for the past five years. It has proven far more useful than I ever thought it would when I grudgingly started. Seeing my development put down has given me greater confidence to plan my personal career strategy even during stints when jobs have been shorter than what I would've liked.
I think we really owe it to ourselves to behave like professionals, even if we are a profession like no other.[8D]
as ever cannae spell
We seem to be straying into the territory of "What ONE thing would change archaeology," where the mood seems to be focused on a clearer career structure.
I started digging before going to uni and went on to do a degree because I foolishly thought that I would learn the science (for want of a better word)of what I was doing, (taphonomy, soils, surveying, better artefact skills, development of SMRs, using APs etc). I am glad that I started at the digging end because my degree was very heavily theoretical and philosophical and at the time seemed very divorced from archaeology as I knew it and the university was outright hostile toward the commercial sector. Had I not dug, the experience would've completely put me off an archaeological career.
In retrospect, however, I am glad I did the degree because it gave me the skills to research and report write, although these benefits did not show themselves for some years. I am not sure that university is the best place to learn how to dig beyond the basics. Time is short and there is so much to teach, and I honestly think that the commercial sector as a whole excavates to a higher standard than the academic, granted we can't always structure our research aims as we would like. I would like to see a final year placement scheme like teachers do and that is an area where the IfA could help. (Personally, I think their current bursary scheme is excellent and a real measurable improvement.)
There is a bigger problem though. I have noticed in the past few years that universities are starting to crank out belligerent archaeology graduates (see IfA paper on scribd) who do not listen, look and learn but only challenge every single sentence like a bunch of three year olds. I mean the very little things like, "clean your tools, please share the wheelbarrow because there isn't enough space in that corner, don't walk on that area, it hasn't been photoed...." I really think work experience on a real site would demonstrate why a site is a team effort before they reach the "I have a degree, my tutor says I should be a supervisor in three months," stage.
An industry wide promotion structure would be nice too. I entirely agree on the point about supervisors who can't dig etc. When somebody with the same job title as me in the same company (so theoretical equality of role) cannot do their job it reflects poorly on me, on the company and the profession as a whole. (Anybody who knows me knows that I am egalitarian and believe in people helping each other out, but site assistants writing uncredited reports for PO's is taking the p*** and has been known to happen.)
I think that all units should have a clearly stated probation period after which there should be a formal assessment and training provided for skills gaps and a second probationary period if required. I also think that for BAJR grades 4/5 and above there should be an external member of the profession at the assessment (ie a member of another independent archaeological organisation, trust, curator, rival unit, or similar). Units could reciprocate between themselves, say to a maximum of 3 cases in a row with the same partner or a year). After all, universities have external examiners. I think this would be preferable to assessment centres.
I know the government is all obsessed with getting as many people as possible to have first degrees, but if the IfA does one good thing it would be pushing for the case of making continuing education easier (funding, time....) because this is an industry that benefits from a learn more as you go structure. As you might have guessed I am a strong supporter of CPD and have kept a log for the past five years. It has proven far more useful than I ever thought it would when I grudgingly started. Seeing my development put down has given me greater confidence to plan my personal career strategy even during stints when jobs have been shorter than what I would've liked.
I think we really owe it to ourselves to behave like professionals, even if we are a profession like no other.[8D]
as ever cannae spell