Technicians play vital role in knowledge exchange – Study

Technicians are important to any research system, laboratory or community. They are early adopters of new and emerging technologies, practices and methodologies – thus, they are key in the process of transferring knowledge to new researchers, students, visiting collaborators and professionals, according to Dr Victor Konde, a scientific affairs officer at the United Nations Economic Commission for Africa, or UNECA.

Konde noted that technicians are experts in their trades who ensure research systems operate optimally. They are competent organisers and managers who ensure the safety, security and readiness of facilities for research, and they look out for abuse and misuse of systems. Moreover, they are key in the design of standards and practices.

A critical aspect of technicians’ role in research, however, emerged during a session at a scientific event organised by the African Academy of Sciences recently. However, important as they are, technicians are neglected and unsupported in research partnerships. The vital role they play in research in academic institutions requires change.

In the article, ‘Understanding university technicians’ role in creating knowledge exchange routines and capabilities’, three researchers from the University of Nottingham in the United Kingdom highlight that the technical community is often referred to as a hidden workforce and their voice is rarely part of the organisational or institutional discourse.

Technicians’ knowledge role ignored

The article, published in The Journal of Technology Transfer early in 2024, says empirical research to date has demonstrated the use of micro-foundations to explain academic involvement in knowledge exchange activities, yet scholars have been slow to recognise the wider community of technicians as contributors to knowledge exchange development.

“Knowledge exchange (KE) is becoming a strategic imperative for universities globally. Research examining KE has tended to focus on a limited and select group of stakeholders. The technical community is one such group that has received little attention or acknowledgment of their part in KE. Technicians are problem-solvers who often undertake work that their academic counterparts could not do – as users and managers of complex equipment to enable innovation. To date, literature provides a limited understanding of the technicians’ role and a lack of conceptualisation of the contribution of technicians in KE,” the researchers say.

Konde said that, in most cases, researchers need technicians to perform most research and experimental development, or R&D, activities. Consequently, close collaboration with them may enable the exchange of new and emerging knowledge that may be better and cheaper.

Collaboration is beneficial

“Collaboration with technicians can ensure that the right cost estimates and times are captured, and potential partners may include those with specialised technical skills inside and outside the organisation or unit,” Konde told University World News.

Responding to why technicians are neglected, Konde explained that, in a way, they are seen as part of the R&D infrastructure or facilities, and are key to the performance of R&D. “They perform the work that is assigned to them by researchers or work alongside researchers but [are] not a distinct group in most research calls, proposals, capacity-building, and R&D reporting.”

He said the heterogeneity of technicians is another problem. “They include those with high school diplomas as well as others with PhDs, supporting teaching to those collaborating with researchers in sophisticated labs or testing-piloting centres. It creates a general perception that technicians are not well educated,” he explained.

Konde said training and capacity-building programmes for technicians could be useful to facilitate collaboration with scientists in academic institutions. They should also be included as members of research teams in funding applications. He further suggested creating platforms and opportunities for technicians to share their knowledge and skills.

Further research called for

The article says that, through a better understanding of the skills that different individuals possess, academics and researchers could advance the understanding of organisational competencies for KE.

The authors also argue that, to understand the contribution of technicians’ human capital, it is important to understand how their skills, capabilities and experiences influence their engagement with KE processes and, in turn, support KE capability development. Future research could help reveal if and how technicians deploy their skills within KE processes and how these contribute towards a broader conceptualisation of human capital.