When the Governmental Tail Wags the Disciplinary Dog: Some Consequences of National Funding Policy on Doctoral Research in New Zealand

Autor/inn/en	Sampson, Kaylene A.; Comer, Keith
Titel	When the Governmental Tail Wags the Disciplinary Dog: Some Consequences of National Funding Policy on Doctoral Research in New Zealand
Quelle	In: Higher Education Research and Development, 29 (2010) 3, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Foreign Countries; Intellectual Disciplines; Educational Finance; Educational Change; Graduate Students; Doctoral Programs; Supervision; Employment Practices; Context Effect; Performance Based Assessment; Financial Support; Productivity; Knowledge Management; Economic Factors; College Role; Government School Relationship; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Geisteswissenschaften; Bildungsfonds; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Berufspraxis; Leistungsermittlung; Finanzielle Förderung; Produktivität; Wissensmanagement; Ökonomischer Faktor; Neuseeland
Abstract	This paper explores disciplinary approaches to knowledge production and the supervision of doctoral students in the context of New Zealand's current Performance Based Research Fund (PBRF). In the last decade New Zealand has experienced significant changes to the way doctoral students are funded by central government. Funding has moved away from a "head count" model to one that rewards specific performance criteria of staff and timely completion of students. In the new regime, research outputs by way of peer reviewed publications, conference presentations, grant awards, postgraduate completions and so forth constitute the significant markers of such performance. Yet in general terms, the production of knowledge varies considerably by academic discipline. This paper uses qualitative methods to explore the potential for the PBRF to privilege some approaches to knowledge production (and models of doctoral supervision) while challenging the viability of others. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10