A Question of Balance: The Cult of Research Intensivity and the Professing of Political Science in Canada: Presidential address to the Canadian Political Science Association, Toronto, Ontario, June 2, 2006

Abstract

Abstract. In 1998, Tom Pocklington's presidential address examined what he believed was a progressive displacement of teaching by research in Canadian political science departments. The purpose of this address is to examine Pocklington's contentions eight years on, after dramatic increases in research funds flowing to Canadian universities. As research funds become more important to the financial health of Canadian universities, we have seen the growth in Canada of what I argue is a “cult of research intensivity.” I argue that the cult has serious implications both for the research that political scientists will do, and for our teaching of undergraduate students. However, I conclude that we need to put the reverential enthusiasm for research intensivity in broader perspective, given the perennial concerns that are expressed over the imbalance between teaching and research.Résumé. En 1998, dans son message annuel, le président Tom Pocklington s'était penché sur ce qui lui apparaissait comme la substitution progressive de la recherche à l'enseignement dans les départements de science politique au Canada. Notre objectif ici est d'analyser les propos de Tom Pocklington quelque huit ans plus tard, à la suite des hausses impressionnantes des fonds de recherche versés aux universités canadiennes. À mesure que les subventions de recherche prennent de plus en plus d'importance pour la santé financière des universités canadiennes, nous voyons dans ce pays l'expansion de ce que j'appellerais le “ culte de la prédominance de la recherche ”. Je soutiens que ce culte a de sérieuses implications tant pour les recherches que mèneront les politologues que pour l'enseignement que nous dispenserons aux étudiants de premier cycle. Je conclus que nous devons replacer dans un contexte plus vaste cet enthousiasme à tous crins à l'égard de la recherche, étant donné les préoccupations qu'a toujours soulevées le déséquilibre entre l'enseignement et la recherche.

Doctoral Mentorship Practices in Canadian Political Science

“…These increases in collaborative activity may partly reflect changing disciplinary norms or other contextual factors, such as changing expectations for SSHRC funding (Nossal, 2006). But they also suggest that supervisors are becoming more actively and directly involved in their students’ research careers in ways that increase their students’ career opportunities.…”

“…While these are all significant increases from their own experience, the biggest increase is in encouraging students to attend non-academic events, from 29 per cent to 81.7 per cent. These increases in collaborative activity may partly reflect changing disciplinary norms or other contextual factors, such as changing expectations for SSHRC funding (Nossal, 2006). But they also suggest that supervisors are becoming more actively and directly involved in their students' research careers in ways that increase their students' career opportunities.…”