Advertisement

Doctoral Education and New Managerialism

  • Julie White
Part of the Transgressions book series (TRANS)

Abstract

In keeping with the theme of the 2012 Australian DPR-AQR conference: Embodying good research—What counts and who decides?, this chapter examines the impact of new managerialism on doctoral research and supervision. The arguments forwarded here are: (1) that good research at the doctoral level is endangered by new managerialist concerns focused on timely completions, the meeting of arbitrary milestones and accountability processes; (2) that good doctoral level research education is at risk of compromise through workload pressures on supervisors; and (3) that impoverished research culture and zealous management practices have potential to reinscribe what counts as good research.

Keywords

Timely Completion Doctoral Student Good Research Doctoral Candidate Hide Curriculum 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Acker, S. (1999). Students and supervisors: The ambiguous relationship: Perspectives on the supervisory process in Britain and Canada. In A. Holbrook & S. Johnston (Eds.), Supervision of postgraduate research in education. Victoria: Australian Association for Research in Education.Google Scholar
  2. Acker, S. (2001). The hidden curriculum of dissertation advising. In E. Margolis (Ed.), The hidden curriculum in higher education (pp. 61-77). New York: Routledge.Google Scholar
  3. Aitchison, C., Kamler, B., & Lee, A. (Eds.). (2010). Publishing pedagogies for the doctorate and beyond. London: Routledge.Google Scholar
  4. Bansel, P. (2011). Becoming academic: A reflection on doctoral candidacy. Studies in Higher Education, 36(5), 543–556.CrossRefGoogle Scholar
  5. Barnett, R., & Coates, K. (2005). Engaging the Curriculum in Higher Education. Maidenhead: Open University Press.Google Scholar
  6. Boden, R., & Epstein, D. (2006). Managing the research imagination? Globalisation and research in higher education. Globalisation, Societies and Education, 4(2), 223–236.CrossRefGoogle Scholar
  7. Boud, D., & Lee, A. (2009). Changing practices of doctoral education. London: Routledge.Google Scholar
  8. Brew, A., & Peseta, T. (2009). Supervision development and recognition in a reflexive space. In D. Boud & A. Lee (Eds.), Changing practices of doctoral education (pp. 126–139. London: Routledge.Google Scholar
  9. Clegg, S. (2011). Cultural capital and agency: Connecting critique and curriculum in higher education. British Journal of Sociology of Education, 32(1), 93–108.CrossRefGoogle Scholar
  10. Codd, J. (2005). Teachers as ‘managed professionals’ in the global education industry: The New Zealand experience. Educational Review, 57(2), 193–206.CrossRefGoogle Scholar
  11. Connell, R. W. (1985). How to supervise a PhD. Vestes, 28(2), 38–41.Google Scholar
  12. Connell, R.W., & Manathunga, C. (2012). On doctoral education: How to supervise a PHD, 1985–2011. Australian Universities’ Review, 54(1), 5–9.Google Scholar
  13. Cowley, S. (2006). Getting the Buggers to Behave. (3rd ed). London: Continuum.Google Scholar
  14. Cribb, A., & Gewirtz, S. (2006). Doctoral student supervision in a managerial climate. International Studies in Sociology of Education, 16(3), 223–236.CrossRefGoogle Scholar
  15. Deem, R. (2001) Outbreak of ‘new managerialism’ infects faculties. Times Higher Education, Retrieved July 20, 2001 from http://www.timeshighereducation.co.uk/164003.article (Accessed 15/8/13)
  16. Deem, R., & Brehony, K. J. (2000). Doctoral students’ access to research cultures—are some more unequal than others? Studies in Higher Education, 25(2), 149–165.CrossRefGoogle Scholar
  17. Delamont, S., Atkinson, P., & Parry, O. (2004). Supervising the doctorate: A guide to success. Berkshire: Open University Press.Google Scholar
  18. Devos, A., & Manuthunga, C. (Eds.). (2012). Special Issue on Doctoral Education, Australian Universities’ Review, 54(1), 1–112.Google Scholar
  19. Devos, A., & Somerville, M. (2012). What constitutes doctoral knowledge?: Exploring issues of power and subjectivity in doctoral examination. Australian Universities’ Review, 54(1), 47–54.Google Scholar
  20. Elizabeth, V., & Grant, B. (2013). The spirit of research has changed: Reverberations from researcher identities in managerial times. Higher Education Research & Development. 32(1), 122–135.CrossRefGoogle Scholar
  21. Evans, T. (2013). Book Review. A. Lee & S. Danby (2011). (Eds.), Reshaping Doctoral Education: International Approaches and Pedagogies, Abingdon: Routledge, Higher Education Research & Development, 32(3), 511–514.Google Scholar
  22. Gilbert, R. (2009). The doctorate as curriculum: A perspective on goals and outcomes of doctoral education. In D. Boud & A. Lee (Eds.), Changing Practices of Doctoral Education. London: Routledge.Google Scholar
  23. Grant, B. M. (2005). The pedagogy of graduate supervision: Figuring the relations between supervisor and student. Unpublished PhD thesis. The University of Auckland.Google Scholar
  24. Green, B. (2012) Addressing the curriculum problem in doctoral education. Australian Universities’ Review, 54(1): 10-18.Google Scholar
  25. Hemer, S. R. (2012). Informality, power and relationships in postgraduate supervision: Supervising PhD candidates over coffee. Higher Education Research & Development, 31(6), 827–839.CrossRefGoogle Scholar
  26. Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. London: Routledge.Google Scholar
  27. Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281.CrossRefGoogle Scholar
  28. Lee, A. (2005). Knowing our business: The role of education in the University. Discussion paper prepared for the Australian Council of Deans of Education. Retrieved from http://www.acde.edu.au/publications.html (Accessed 15/8/13)
  29. Lee, A., Brennan, M., & Green, B. (2009). Re-imagining doctoral education: Professional doctorates and beyond. Higher Education Research & Development, 28(3), 275–287.CrossRefGoogle Scholar
  30. Leonard, D., & Becker, R. (2009). Enhancing the doctoral experience at the local level. In D. Boud & A. Lee (Eds.), Changing Practices of Doctoral Education (pp. 71–86). London: Routledge.Google Scholar
  31. Manuthunga, C. (2007) Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2), 207–221.CrossRefGoogle Scholar
  32. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2004). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.Google Scholar
  33. Powell, S., & Green, H. (2007). (Eds.). The doctorate worldwide. Berkshire: Open University Press.Google Scholar
  34. Shore, C. (2010). Beyond the multiversity: Neoliberalism and the rise of the schizophrenic university. Social Anthropology, 18(1), 15–29.CrossRefGoogle Scholar
  35. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London: Routledge.Google Scholar
  36. Sparkes, A. (2007). Embodiment, academics, and the audit culture: A story seeking consideration. Qualitative Research, 7(4), 521–550.CrossRefGoogle Scholar
  37. Sword, H. (2012). Stylish Academic Writing. Cambridge, MA: Harvard University Press.Google Scholar
  38. Taylor, S., & Beasley, N. (2005). A Handbook for Doctoral Supervisors. London: Routledge.Google Scholar
  39. Walker, M., & Thomson, P. (2010). (Eds.). The routledge doctoral supervisor’s companion: supporting effective research in education and the social sciences. London: Routledge.Google Scholar
  40. White, J. (2012a). Scholarly identity. In T. Fitzgerald, J. White & H. M. Gunter (Eds.), Hard Labour?: Academic work and the changing landscape of higher education (pp. 42–67). Bingley UK: Emerald.Google Scholar
  41. White, J. (2012b). Turning a scholarly blind eye. In T. Fitzgerald, J. White & H. M. Gunter (Eds.), Hard Labour?: Academic work and the changing landscape of higher education (pp. 92–118). Bingley UK: Emerald.Google Scholar

Copyright information

© Sense Publishers 2013

Authors and Affiliations

  • Julie White
    • 1
  1. 1.The Victoria InstituteVictoria UniversityAustralia

Personalised recommendations