Careers
From BioImagingUKWiki
Contents |
Topics
Defining policies and funding models to enable long-term career development and security for personnel dedicated to development and access of the latest imaging technology
Members
Peter March (Univ. Manchester; Jason Swedlow (Univ of Dundee; Martin Spitaler (Imperial; Amanda Wilson (Kings)
Background
The UK has invested heavily in facilities for research and clinical imaging. The range of resources and technologies available to support cutting edge research rivals that in any other country in the world. Purchase of imaging instrumentation is, however, only the first step in the delivery of the world-class imaging-based scientific discovery. The fast technical advances in the area of life imaging, facility staff are required to stay up to date with the latest development and make them accessible for the life scientist, and thus play a critical role in maintaining competitiveness and ensuring access to the latest technology. In many cases complex imaging systems must be administered, monitored, maintained, and sometimes run by trained staff who have chosen to take a dedicated career path in running imaging facilities. These staff also play a critical in training young scientists in the use and application of these systems, and thus provide a critical contribution in preparing the next generation of UK scientists. They help guarantee continuity in labs and facilities, ensuring that technical know-how and experimental protocols are passed along as postdocs and PhD students turn over. Scientific productivity in imaging thus depends on the imaging technicians and officers.
Against this critical role for imaging technicians and officers lies the simple fact that careers are often well-managed, recognition in publications is often rare, and compromised, as the value of a middle-position on an author line is often minimized. In too many cases, instrumentation is sought, funded, and purchased, without concern for scientific support personnel, thus compromising the value of the original funding investment. Universities looking to cut salary budgets often see “opportunities” in these positions, overlooking the critical value these staff deliver to the overall research effort, and the ultimate delivery of output from funding for teaching and research (and certainly the success of future funding initiatives).
Activities
These notes are from the Core Facilities Managers Meeting sub-group on careers that took place at Imperial College London in January 2010. From the round table discussions that took place it’s clear that most facilities operate around broadly similar ideas and this would make job descriptions for an imaging facility possible. On the other hand the way the facility is seen and organised within the various academic institutions was highly variable. There was a feeling that organisation such as BioimgingUK and EuroBioimaging could help define the role of an imaging facility and generate a real career path for members of these facilities.
How do you become a facility manager?
Most managers have PhD and post-doctoral experience and were often heavy users of the microscopes for this research. This then evolved into being the facility manager by a series of small steps and moves rather than a single jump via an advertised and defined position. This often resulted in a gray area of what exactly was the role of the facility manager, how should it be organised and how should it be financed.
What is expected of a facility manager?
Universal: The training of new users, maintenance and trouble shooting of the systems to ensure they are in full working order, record keeping of hours used and charges, development of new techniques and methods.
Variations: Some were also expected to run internal and external microscopy workshops. Teaching of undergraduate courses, tutorial groups, the supervision of undergraduate students on microscopy projects, the full supervision of PhD students in addition to the facility.
Status of a microscope facility manager?
This varied widely and may be a result of the academic institutions setup and the role that they were expected to play. Some felt that they were seen as nothing more than technicians - there to train, clean and organise. Others were expected to be a full member of the academic staff responsible for grant applications, PhD supervision and teaching loads.
