Newer researchers in higher education: policy actors or policy subjects?

Abstract

In this article, we explore the extent to which 42 newer researchers, in the academic sub-field of higher education, were aware of, responded to and negotiated their careers in relation to higher education policies. Participants, who were mainly from European countries, tended to divide into two similarly sized groups: one that engaged with and made strategic use of higher education policy, who we termed 'policy actors;' and another who felt that they were shaped by policy rather than working with it, who we termed 'policy subjects.' These differences appeared largely to relate to participants' background prior to studying for their doctorate, their mode of study and doctoral route. All of our participants appeared to perceive the relationship between their research and policies in individual terms, rather than in terms of being a part of a community of higher education researchers. We explore the implications of these findings.

The research agenda setting of higher education researchers

“…teaching and research, in sustaining competitiveness in the context of globalized, competitive and uncertain knowledge economies where intangibles overcome tangibles, and processes of innovation are transforming the role of higher education institutions in society, requiring analysis to better understand knowledge processes and institutions (e.g., Lo and Tang, 2017). In gaining more visibility, higher education research has continued to be closely linked to policymaking and institutional practice (Kehm, 2015), and generations of higher education researchers remain keenly aware of higher education related policy issues (Ashwin et al, 2016). The relative frequency of higher education reforms and changes to higher education systems means that higher education research is still defined by contributors as informing policymaking and practice and thus influencing the transformation of higher education systems (Altbach et al, 2006).…”

“…Higher education research can be understood as an academic field with relatively blurred boundaries, bringing together researchers that identify themselves with a community and work within it on a multitude of higher education-related topics and issues (Kuzhabekova et al, 2015;Chen and Hu, 2012;Altbach et al, 2006). Higher education researchers have also been recognized as adopting different stances regarding policy issues (Ashwin et al, 2016), and the participation of contributors with various roles in the field tends to blur the distinctions between research and practice, which creates tensions between practically oriented problem solving and scientific reasoning (discussed by Harland, 2012).…”

What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves)

“…Therefore, while the big picture of the doctoral context has changed greatly, the doctoral students engaged in day-to-day research continue to find fault with the context, specifically their inclusion into the research culture, access to careers advice and employability skill development, as outlined below. In fact, to doctoral students, changes to university regulations and policies may be perceived simply as added bureaucracy rather than a large-scale shift in the purpose of the doctorate itself (Ashwin, Deem and McAlpine 2016 ).…”

The question of research relevance: a university management perspective

“…In this context, research assessment exercises in which the extent and quality of research activity is formally evaluated, constitute the 'rules of the game' for Universities in their ability to secure a considerable proportion of their funding. The ability to demonstrate 'research relevance' is therefore central and critical to playing and winning the funding game (Teelken, 2012;Ashwin et al, 2016).…”