Tim Forssman

1. Describe the role of a senior lecturer

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The role of a researcher is to develop new understandings of the world based on original data or a reanalysis of old data. Data drives research, in whatever form that comes, and from it, you need to establish interpretations and conclusions (sometimes people call a literature review research, but depending on definitions, it might not be seen as such). In archaeology, researchers focus on people. While that seems fairly narrow, it is incredibly diverse. Researchers examine spirituality through rock art, water management at Great Zimbabwe, stone-tool use by examining macro-traces or micro-residues, and settlement habits using Geographic Information Systems, for example. The topics archaeological researchers tackle are particularly broad. As we piece together these individual components, we better understand the past, people in the past, and aspects of ourselves. However, to make this all work in the first place, a researcher needs to put many things in place, which are sometimes not thought of when someone says, ‘I want to do research’. For example, we usually need permits from the South African Heritage Resources Authority, which also requires permission from the land owner or community. Funding is usually necessary, which takes a lot of planning, preparation, and, quite often, heartbreak. Space to conduct the work and expertise are needed, and usually, one finds this at their institutions, but not all the time. Researchers also need to work closely with communities in various ways and also disseminate their findings in multiple formats. Being a researcher is a detailed and complex job.

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Being an academic is slightly different. This includes being a researcher but generally often also a lecturer. Most of the time, when a university employs someone to be part of its academic staff, that person will need to do both of these things in addition to other key pillars an institution might have, such as community engagement or administration and management responsibilities. Generally, though, when people think of an academic, they might only imagine research and teaching to be their primary tasks, and most academics probably begin with this in mind (I certainly did). Each is complex, and it keeps one busy, but both can be hugely rewarding.

2. What skills are essential for a successful research career in archaeology or heritage?

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The skills you should work on depend on the field you go into, but there are some general skills that I have found to be important. Discipline and time management are high among them. I used to constantly plan my activities and then manage them to ensure I was keeping up to date, and if not, then I would be able to amend my schedule to make sure that I still met my deadlines, or otherwise, I would try to move them (which is not always possible). Writing was another important skill that took me a long time to harness and feel comfortable with. Writing is not easy, and we probably take it for granted a lot of the time. It took me years after my PhD and publishing my first papers to begin feeling at ease with my grasp of this treacherous competency. It is wispy, elusive, and troubling, it stops your progress, rattles your confidence, drives you into a frenzy, but also frees you when suddenly you find mastery. Having general field skills is also necessary if you are entering the field for your work. Driving a 4x4, dealing with snakes in camp, knowing how to use a theodolite, or excavating carefully around sensitive or fragile finds are all important. Teamwork is a crucial skill. It is one that some people get fairly easily, and others need to grow into it, and it takes constant work. Perhaps the most important skill that you should work on is problem-solving. Ultimately, this is what we do. Our problems come in the shape of questions or aims, most commonly, but also tasks or directives. We need to find viable solutions that are sometimes constrained by funding, time, or resources. This may require you to think innovatively, be creative, find loopholes, or explore different options in order to complete your work. So much success in research first requires effective problem-solving.