Making Social Scientists, or Not?: Glimpses of the Unmentionable in Doctoral Education

Autor/inn/en	Mills, David; Paulson, Julia
Titel	Making Social Scientists, or Not?: Glimpses of the Unmentionable in Doctoral Education
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 7 (2014) 3, S.73-97 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2014.070304
Schlagwörter	Foreign Countries; Doctoral Programs; Graduate Students; Supervision; Social Sciences; Teacher Student Relationship; Knowledge Economy; Interviews; Social Networks; Student Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Teacher student relationships; Lehrer-Schüler-Beziehung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Interviewing; Interviewtechnik; Social network; Soziales Netzwerk; Studentenforschung; Großbritannien
Abstract	Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral "skills training", interdisciplinary communities, thematic centres and supervisory teams, all create new networks for students to negotiate. Often beneficial and supportive, this article explores the "unmentionable" consequences of relationships that gradually go awry. This study began as a project exploring the everyday experiences of doctoral students and early career researchers in the Social Sciences within the U.K. As the research unfolded, we began to encounter accounts of neglect, exploitation and denigration. While such stories have long been part of postgraduate life, their seeming persistence in the face of robust quality assurance and supervisory codes needs further exploration. We offer three portraits of difficult doctoral journeys to explore these "unmentionable" experiences and explore whether they are linked to growing institutional and career pressures on academics to prioritise research "productivity". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10