Newer Researchers in Higher Education: Policy Actors or Policy Subjects?

Autor/inn/en	Ashwin, Paul; Deem, Rosemary; McAlpine, Lynn
Titel	Newer Researchers in Higher Education: Policy Actors or Policy Subjects?
Quelle	In: Studies in Higher Education, 41 (2016) 12, S.2184-2197 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1029902
Schlagwörter	Higher Education; Educational Researchers; Educational Policy; Interviews; Doctoral Degrees; Foreign Countries; Role Perception; Educational Background; Professional Identity; Multivariate Analysis; Australia; Canada; Ireland; New Zealand; South America; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Doctoral degree; Doktorgrad; Ausland; Role conception; Rollenverständnis; Vorbildung; Multivariate Analyse; Australien; Kanada; Irland; Neuseeland; Südamerika; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01