The Effects of Managerialism in Higher Education on Doctoral Theorising: Time to Think?

Autor/inn/en	Pratt, Nick; Shaughnessy, Julie
Titel	The Effects of Managerialism in Higher Education on Doctoral Theorising: Time to Think?
Quelle	In: British Journal of Sociology of Education, 42 (2021) 8, S.1123-1138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pratt, Nick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1971064
Schlagwörter	Higher Education; College Administration; Professional Education; Doctoral Degrees; Supervisors; Doctoral Students; College Faculty; Program Design; Foreign Countries; Educational Change; Education Majors; Barriers; Efficiency; Administrative Organization; Teacher Student Relationship; Educational Theories; Marketing; Doctoral Programs; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Berufsausbildung; Doctoral degree; Doktorgrad; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Programme design; Programmaufbau; Programmplanung; Ausland; Bildungsreform; Effectiveness; Effektivität; Wirkungsgrad; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational theory; Theory of education; Bildungstheorie; Großbritannien
Abstract	Over the last 30 years higher education has seen a rise in new managerialism across all its activity, driven by neoliberal economic policy. Professional doctorates (PDs) have been part of this rise, increasing in number considerably and spawning a related interest in researching doctoral work. However, there have been few studies focused on how students develop an understanding of theory/theorisation and how supervision supports it. This paper reports on a research project involving interviews with supervisors from professional doctorate in education programmes in the UK, as a particular example of PDs in general, to explore the process of theorisation. Drawing on Bernstein, it shows how supervision, and wider programme design, are mediated by the increasingly managerial context of doctoral study. The study raises questions about the ways in which students and supervisors engage with both methodology and theory/theorisation in working together and subsequent implications for the quality of doctoral work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01