Page 33 - Becoming Metric Wise

22 Becoming Metric-Wise

development of (more) applications. Fourth stage scientists use a broad
spectrum of cultural and philosophical views. Their work serves to
inspire new generations of scientists as they are often writers of influ-
ential books. They are not only good in understanding the facts, but
are also well-informed and remember great amounts of necessary infor-
mation which they combine with useful up-to-date scientific results.
Example: Simon Singh (PhD in particle physics) who wrote a
book and made a documentary about the proof of Fermat’s Last
Theorem by Andrew Wiles.
The existence of these types of scientists or this type of work, leads to
problems in research evaluation. Indeed: fourth-stage work is easily recog-
nized, although not always appreciated, while “typical” research evalua-
tion is geared towards third-stage research. Yet, it is more difficult to
evaluate second-stage research and this becomes extremely challenging
for first-stage work. The lack of methods to evaluate first-stage work will
probably remain as even peers do not always recognize its potential.
As a consequence of these reflections, Shneider writes that it may
happen that the development of a discipline virtually stops and this in any
stage (least likely in the first stage). Then too much effort goes into the
wrong research direction. Unfortunately, such cases might become self-
supporting due to the present organization of the academic system in
which people go where money goes, and money goes where people go.
This leads to the formation of the scientific analog of economic bubbles.
As a result, the number of people working in a field does not accurately
reflect its actual promise. This is an important lesson to be remembered,
especially by young scientists.
This subsection, and in particular mentioning stage four scientists,
leads us to a subsection on scientific communication.

2.2.4 Scientific Communication
The term scientific communication refers to all forms of contact between
researchers as part of their professional behavior. Scientific communica-
tion can be seen as part of a complex social system consisting of formal
and informal components. It includes reading and studying manuscripts
(published or not), downloading, criticizing (through direct contact, by
e-mail, or by letters to the editor), mentoring (younger colleagues) and
collaborating. Moreover, communication by scientists includes two other
important aspects of the scientific profession: Communication with the