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Academic enquiry proceeds collectively as the people working in a particular field or discipline each contribute parts to the total body of knowledge. An ideal upheld in academic contexts is that each researcher should design and carry out replicable research. While this model is admittedly more prevalent in the sciences and in that work in the social sciences which does not make extensive use of qualitative research, it is also a distant aim in arts and humanities research, which includes design studies, design cultures and design history. As a legacy from the academization of the humanities in the nineteenth Century, knowledge production has been modeled on the sciences, privileging objectivity over subjectivity, even though the arts and wider humanities deal in the realm of the subjective for which qualitative analysis is suitable and revealing. The authority of the academic, based on rational, objective enquiry, has been critically explored by a number of scholars, particularly sociologists, from C. Wright Mills' promotion of the "sociological imagination" (1959), to Talcott Parsons' work on the extra socialization undergone by students in higher education, and of the power of the medical professional, based on an exchange of professional advice and client trust (Parsons 1970; 1977). Michel Foucault examined "power-knowledge" and "pastoral power" which involves care, guidance, leadership in the exercise of government whether of a nation or "techniques of the self" (Eide