Working in a ‘new’ university: in the shadow of the Research Assessment Exercise?

Sikes, Pat

doi:10.1080/03075070600922758

Cited by 93 publications

(75 citation statements)

References 19 publications

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“…In addition, in responding to the research audit process in the UK, Henkel argues that higher education institutions increasingly use the concept of 'strategic research' and this managerial influence on the focus of research activity challenges academic autonomy but also re-emphasises the status of research in the role of the university and the work of academics (2005: 167). The emphasis on research as a prime measure of academic success is not confined to research intensive universities or to well-established subject disciplines and is increasingly found in new, more teaching focused, universities and in professional fields such as teacher education that are relatively new to higher education (Sikes 2006;Oancea 2010).…”

Section: Changes In Higher Educationmentioning

confidence: 99%

The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions

Boyd

Smith

2014

Studies in Higher Education

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Boyd, Pete and Smith, Caroline (2016) The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, 41 (4). pp. 678-695.Downloaded from: http://insight.cumbria.ac.uk/id/eprint/1671/ Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form AbstractInternationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation, has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study a framework for academic socialisation is developed and used to understand how lecturers in health professional fields attempt to 'juggle' four areas of work -teaching, leadership, knowledge exchange and research activity. Studying academics in professional fields, with a well-developed focus on employability and strong partnerships with employers, provides useful insight into contemporary academic work and identity. A significant proportion of lecturers in health professional fields, even of those working in research intensive universities, appear to 'subvert' the paradigmatic primacy afforded across the higher education sector to research outputs and identity as a researcher.

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Section: Changes In Higher Educationmentioning

confidence: 99%

The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions

Boyd

Smith

2014

Studies in Higher Education

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“…The corollary is that the intrusion of performance targets and new technologies has not only challenged the intellectual space and freedoms of academics, but also promoted new vistas of empowerment and constraint (Giddens, 1987;Sikes, 2006). As Walker (2007, p. 11) argues:…”

Section: Notesmentioning

confidence: 99%

“…Alternatively, within a post-structural frame, it is often regarded as a form of multi-skilling, involving simultaneously notions of reprofessionalisation and de-professionalisation, where 'existence as subordination is preferable to not existing at all' (Morley, 2003, p. 92; see also Butler, 1997). This produces a marked ambivalence in the dual regime of teaching and research -one which engenders pressures from the outside as well as opening up new spaces within (Sikes, 2006).…”

Section: Notesmentioning

confidence: 99%

“…This is both a product of the politics of globalisation (Burbules & Torres, 2000) and a feature of an imposed directive from the executive branches of faculty and university. For some, the shift towards becoming more research active and credible has taken on a particular meaning, which has itself become 'technicised' in ways that demand a type of 'coercive creativity' (Morley, 2003), 'ontological complicity' (Bourdieu, 1981) and/or reflective cynicism (Sikes, 2006). The latter emerges in the extract below, in which certain types of research activity are deemed to be more apt and desirable than others: I believe in building from the bottom up, getting people so they feel good about their writing, finding that people will listen to them ... what I've seen here is top down.…”

Section: Entrapmentmentioning

confidence: 99%

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Academic Identities in Flux: Ambivalent Articulations in a Post-1992 University

Garratt

Hammersley‐Fletcher

2009

Power and Education

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The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and 'academic freedom'. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion of new targets and technologies has in turn challenged the intellectual freedoms of academics, promoting new vistas of empowerment and constraint. Changing academic identities and social and pedagogical relations have produced somewhat 'ambivalent articulations', in Morley's words, around the future relationship of teaching, research and administration in HE. In this article, we draw attention to some of these pressures in a case study of a post-1992 university where, in spite of more recent calls for it to succeed, research has traditionally emerged a poor second to the delivery of taught programmes. The article discusses the attitudes of academics towards the context of changing values and conditions and further considers the contested freedoms that are part of the evolving landscape of contemporary HE.

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“…This article focuses on research about welfare state restructuring in education and its implications for the teaching profession (see, for example, Roussakis, 1995;Dale, 1997;Woods et al, 1997;Grollios, 1999;Bernstein, 2000;Mahony & Hextall, 2000;Edwards & Usher, 2002;Kazamias et al, 2002;Lundahl, 2002a, b;Robertson et al, 2002;Zambeta, 2002;Moutsios, 2003;Petronikolos, 2003;Rikowski, 2003;Dovemark, 2004;Hirtt, 2004;Moss, 2004;Beck & Young, 2005;Jones, 2005;Antikainen, 2006;Rosskam, 2006;Sikes, 2006;Arnott & Mentor, 2007;Ball, 2007;Cribb & Gewirtz, 2007). However, suggestions and disclosures in three recently produced work package documents from a cross-European project are considered in particular (Beach, 2005a;Goodson & Norrie, 2005;Müller et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Re-Thinking Restructuring as Capitalisation

Beach

2008

European Educational Research Journal

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This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the socialisation, habituation and commercialisation of education labour, and a suggested lowering of general standards of public education and increasing class differences in the amount and quality of education consumed by citizens. The idea expressed about this is that neo-liberal restructuring is leading to the creation of apparatuses through which education is objectified for economic accumulation through an outsourcing of functions that were formerly carried out within first domestic and voluntary, and then state arrangements to capitalist enterprises. This is part of a successive privatisation of education services for processes of capitalisation. It consists of an updating of the moral and legal determination of education services by the prevailing standards of market capitalism and an abdication of responsibility for the plight of negatively affected individuals, who, nevertheless, in some intriguing way still often support the system of transformation in question.

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Working in a ‘new’ university: in the shadow of the Research Assessment Exercise?

Cited by 93 publications

References 19 publications

The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions

The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions

Academic Identities in Flux: Ambivalent Articulations in a Post-1992 University

The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Re-Thinking Restructuring as Capitalisation

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