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The Society for Research into Higher Education

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A pantomime without a happy ending

The year-long pantomime that was government in 2022 started trying to be managerial and serious, just as the true pantomime season got into full swing and TV started showing the usual repeats specials. Rather too much sherry and mince pies before the pantomime highlights compilation meant that I fell asleep during A Christmas Carol – so I’m not sure if this was just a dream (or a nightmare) …

This year every university and college is putting on its own pantomime. What’s showing near you? We offer these plot summaries to help you choose what to watch.

Cinderella

Higher Education Cinderella has been condemned to a life of servitude, enforced by the ugly sisters DfE and the Office for Students (you can’t usually tell them apart). Life is only tolerable for HE Cinderella thanks to all the friendly student mice, and UUK, an apparently kindly character in the service of the household, but with suspiciously shiny Buttons. There is much excitement in the land as Parliament decides to stage a magnificent Election Ball to find a suitable person to be the government Prince. Cinderella would love to go but has no well-paid staff to wear; the DfE and OfS ugly sisters prepare eagerly by appointing more recruitment consultants. Suddenly the UCU Fairy Godmother appears and declares “You shall go to the Election Ball”. The USS pumpkin is miraculously transformed into a golden pension and the student mice turn into horses, although there do seem to be fewer of them. Best of all, Cinderella’s pay rags turn into a shimmering and apparently permanent contract, and her glass ceiling is transformed into slippers. Cinderella climbs into her pension, pulled by all the student horses, to attend the Election, but her Fairy Godmother warns her that she must return home before the election result is announced. At the Election Ball there are several wannabe Princes: none appear to be very Charming, but nevertheless they pay her close attention, making all kinds of promises. Some even make pledges. Suddenly the first exit poll appears and Cinderella rushes back home, losing a glass slipper in her haste. The pension turns back into a pumpkin, and the Fairy Godmother has disappeared and seems unable to work her magic. However there is a new Prince after the Election Ball, who has announced that he will scour the kingdom to find the person who can wear the glass slipper. He visits the household and cries with delight that Higher Education Cinderella is the one for him, but since there is only one glass slipper there must be a cutback in student numbers. Cinderella goes back to sit on the pumpkin with her low pay, weeping over the lost mice. She realises the glass slipper thing was all cobblers.

Dick Whittington

Higher Education Dick has lost more and more income as his student fees were eroded by inflation, but he hopes that if he strikes out for a better life he might find somewhere the staff are paid with gold. He travels hopefully and reaches what might have been the golden triangle, but it seems no better than the old place. He spends years trying to make his fortune, without success. His Admissions Cat catches lots of home student mice, but he is forced to send it abroad in the hope of making his fortune from lots of international students. In despair Dick strikes out again, accompanied by Freedom of Speech Bill.

Dick (suspiciously):                     “Is there somebody following us?

Bill:                                                 ”Let’s ask the audience. Is there anybody following us?”

Audience (shouting excitedly): “It’s the minister!”

Bill:                                                 “Where is she?”

Audience (still excitedly):           “She’s behind you!”

Bill:                                                 “Oh no she’s not”

Audience:                                      “Oh yes she is!”

And they were right, the minister was right behind the Bill. Bill trudges on but suffers so many proposed amendments he slows down until he eventually gets passed. On the road Dick hears the sound of UCU bells saying to him “Your turn again, Whittington” and he goes back to his place on the picket line.

Jack and the Beanstalk

Jack lived in desperately poor circumstances with his departmental colleagues, until one day all he had left was one research grant. He decided to take his research to the conference market to see if he could generate any more funds. But even before he got to the conference he met a pro vice-chancellor (Research) who said if he handed over his grant as a contribution to overheads the PVC would give him a handful of sabbatical beans. He went back excitedly to his department to tell them the good news, but they pointed out that by giving the grant away the whole department was doomed. Jack was distraught and he threw the sabbatical beans into the departmental workload model. The next day when he woke up he was astonished to see that everywhere he had thrown a sabbatical, a research grant application had sprung up. Pretty soon the grant applications had grown into a full-fledged research grant money tree which stretched right up into the UKRI. Jack started to climb and when he got to the top he discovered a land where there lived a giant called Russell G. He crept into the giant’s home, sneaked away with some more research grants and went back to his department. That kept them going for a while, but soon they needed more funds and Jack had to climb the money tree again. This time the giant was waiting for him, and roared “Fee, Fi, Fo, Fum, I smell the blood of a teaching institution.” Jack raced back to the money tree with the giant close behind, scrambled back down to the ground and hacked at the money tree until it toppled over. Unfortunately the giant was already halfway down. It fell right on the top of the department and squashed it flat, leaving only a handful of the most research-active staff, which Russell G picked up before leaving.

Sleeping Beauty

A Higher Education princess is warned that if she pierces her tuition with a student fee she will die. She tries to rid the kingdom of all traces of tuition fees, but still they slip in and gradually get bigger until they become impossible to avoid. At last she succumbs and as the fee takes effect she falls into a deep sleep, becoming lost because she is, like almost everyone else, beyond the reach of Test and Trace. Nothing will wake her until one day a prince arrives on a pantomime horse and vows to rescue her from her slumbers. The horse is played by the twins REF and TEF: no-one is quite sure which end is which, until the front half confirms the protection of the research budget and all the talk about low quality courses comes out of the rear end. Before the Prince can rescue the princess he decides, out of an abundance of caution, to commission a review by the Office of Budget Responsibility. (In the past this had, unwisely, been deemed unnecessary for a pantomime with a short run.) The OBR review shows that waking the princess will cost almost as much each year as Covid PPE contracts, whose benefits are mostly still being sought long after the VIP lane was closed. So the prince decides to leave her asleep.

In every case the performance ends with the audience singing a seasonal favourite, “The 2022 days of government”, ending with the chorus:

“On the last day of 2022, the PM sent to me:

five Secretaries of State

four DfE reshuffles

three HE Ministers

two pension schemes

and an HE (Freedom of Speech) Bill)”

… then I woke up, and I wasn’t sure whether this was Christmas Past, Christmas Present or Christmas Future. You decide.

Rob Cuthbert, editor of SRHE News and Blog, is emeritus professor of higher education management, Fellow of the Academy of Social Sciences and Fellow of SRHE. He is an independent academic consultant whose previous roles include deputy vice-chancellor at the University of the West of England, editor of Higher Education Review, Chair of the Society for Research into Higher Education, and government policy adviser and consultant in the UK/Europe, North America, Africa, and China.

Email rob.cuthbert@uwe.ac.uk, Twitter @RobCuthbert.


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Doctoral Borderlands: an exploration of doctoral education and its possible futures

by Namrata Rao, Anesa Hosein, Rille Raaper, Harry Rolf, Karen Gravett, Karen Smith, Neil Harrison and Susan Carter

At the SRHE conference 2021, we (Karen S, Neil and Susan) facilitated a symposium in two parts on Doctoral Borderlands. Together, the parts gave a guided tour through doctoral borderlands, the metaphor underpinning the Teaching in Higher Education Special Issue: ‘Working in the borderlands: Critical perspectives on doctoral education’ (Carter, Smith & Harrison, 2021). The reference to borderlands, drawing from Gloria Anzaldúa’s (1987) work, emphasised the transitionary and liminal nature of doctoral education, the crossings into the unknown, and the emergence or surfacing of (multiple) identities. In the symposium, ten authors shared overviews of seven of the Special Issue articles as starting points for open discussion around doctoral education and its future possibilities.

This blog post picks up three doctoral borderland trajectories taken by some of the SRHE symposium presenters. First, Karen Gravett starts by looking at how the form of the doctorate is changing and its impact on perceptions of the doctoral journey. Then Namrata Rao, Anesa Hosein and Rille Raaper discuss being, becoming and belonging, particularly in the context of precarity. After this, Harry Rolf considers power in doctoral education, from the starting point of doctoral publishing.

Karen Gravett

Critical perspectives on doctoral education are needed now more than ever. It is increasingly apparent that the prevalence of new routes and possibilities for study, including professional and publication-led doctorates, combined with a competitive academic landscape, have reshaped the doctoral experience in new ways (Gravett, 2021). What it is to be a doctoral student and what it means to do a doctorate is evolving, and traditional stereotypes, of young, full-time, funded students are no longer fit for purpose.

And yet, the literature on doctoral education is rich with metaphors that describe doctoral study as a pathway or trajectory, while institutional rhetoric often evokes ideas of linearity and regularity. In my recent work (Gravett, 2021), I explore the power of these tropes and depictions, in order to ask: what do spatial narratives do? Are conceptions of linear journeys, or pathways from student to academic, from novice to expert, still fit for purpose? I invite readers to think with two of Deleuze and Guattari’s (1987) theoretical concepts, rhizome and becoming, to foreground the multiple and messy becomings that researchers experience, as they evolve throughout a doctorate and beyond.

In reconsidering narratives of the doctoral journey, I offer an irruption to widely accepted notions of learning as a linear pathway with a fixed end-point, and reflect on how new and traditional forms of doctoral study might be understood differently. Thinking differently about doctoral study offers new opportunities for writing: offering spaces to disrupt the traditional monograph that has dominated the doctorate to date, and openings for intertextuality and connection.

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Just as the form of the doctorate and the pathway through it are changing, the context in which doctorates are done and the impact on doctoral students’ identities are also changing, picked up by Namrata, Anesa and Rille.

Namrata Rao, Anesa Hosein and Rille Raaper

The marketisation of higher education (HE) has seen a growing number of HE staff being employed on short term hourly paid contracts, which has also triggered much of the recent University and College Union (UCU) Four Fights Campaign in the UK. Our paper (Rao, Hosein & Raaper, 2021) explored doctoral students engaged in HE teaching in an era of precarity; within this context of increasing casualisation, the doctoral students, ‘the budding academics’, are seeking ways of getting their foot in the door and ‘becoming’ an academic. This desire for ‘belonging’ in the academy has seen them take up casualised contracts with the hope that they would one day land up a permanent contract.

Aside from the damage often caused by such casualised contracts to their developing professional identity, there is a growing concern that the precarious employment circumstances lead to them developing a fractured ‘cleft’ teacher identity, where they are continuously straddling the demands of being a researcher (as a doctoral student) and being a teacher negotiating the uncertainties created by such working conditions. Doctoral students’ understandings of university teaching are often framed by their own experiences of being a university student. We suggest their teaching should be shaped by a professional development programme. Access to such programmes is limited due to the nature of their casualised contracts and often very disparate depending on the institutional context.

These structural inequalities and precarious support practices compromise candidates’ holistic development as researchers and teachers. It’s more difficult for them to be fully productive university teachers, which in turn has a knock-on impact on the quality of university teaching and their experience as doctoral students. Therefore, there is a pressing need for universities to consider ways in which doctoral students can belong to and become and be (remain) active citizens who are aware of their responsibilities, but whose rights are addressed both as students and aspiring academics.

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Doctoral student engagement with and in the academy is underpinned by power, a theme continued by Harry.

Harry Rolf

The landscape of doctoral education is contradictory and conflicting, shaped by invisible power structures and taken-for-granted practices arising from research performance and productivity measures. An emphasis on publishing in doctoral pedagogy means that this is increasingly a landscape that doctoral students must cross to achieve academic and future career success.

My analysis (Rolf 2021), applying a lens of data feminism to publications by doctoral students at an Australian university, shows a borderland where crossings by students and supervisors were frequent but where few stayed for long. Travellers crossed in teams which over time exhibited different approaches to the practice of publication, from teams led by a strong ego-centric researcher to teams where publication was a collaborative effort, but where power was not evenly distributed. Travelling with an experienced guide provided doctoral students with greater access to networks, and if they travelled frequently, more opportunities to publish along the way.

The analysis raises important questions about power and experience in doctoral supervisory and publishing teams, including questions that go beyond the scope of publication data; for example, what does good collaboration look like in doctoral supervisory teams, how are those doctoral supervisory teams formed, what practices do those supervisors bring, and are more diverse expertise or experience brought to supervisory teams and properly recognised? And looking beyond the immediate supervisory team, how can doctoral students find other networks and teams with the knowledge and tools to help them find safe passage, and success, on their borderland crossing?

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Our 2021 SRHE conference symposium managed to cover many of the uncertainties, transitions, dangers and hopes of doctoral borderlands, doing pretty well at representing the Special Issue, which houses thirteen full articles and two Points of Departure (think-piece provocations) covering a range of topics relating to doctoral education. The Teaching in Higher Education Special Issue, the stimulus papers and the discussion in the SRHE symposium that followed demonstrated the changing landscape of doctoral education in terms of the different forms and format of the doctorate, the context of doctoral study, the nature of doctoral research with research that crosses disciplines and professions, the roles and responsibilities that doctoral students have and the expectations that are placed upon them, and the different backgrounds and multiple identities that doctoral researchers bring to their studies. This changing landscape means that doctoral students have different challenges to negotiate, and that the guides through the landscape, and the guidance and support for doctoral students needs also to change. Such changes can open up new possibilities for future doctoral education, which, as the SRHE symposium showed, will benefit from productive professional conversations about doctoral pedagogy and its development.     

For more information, please contact Dr Karen Smith, School of Education, University of Hertfordshire, email: k.smith27@herts.ac.uk

References

Anzaldúa, G (1987) Borderlands/La Frontera: The New Mestiza San Francisco: Spinsters/Aunt Lute

Carter, S, Smith, K, & Harrison, N (2021) Working in the borderlands: Critical perspectives on doctoral educationTeaching in Higher Education, 26 (3): 283-292 doi.org/10.1080/13562517.2021.1911098

Deleuze, G, and Guattari, F (1987) A Thousand Plateaus: Capitalism and Schizophrenia London: Continuum

Gravett, K (2021) ‘Disrupting the Doctoral Journey: Re-imagining Doctoral Pedagogies and Temporal Practices in Higher Education’ Teaching in Higher Education 26 (3): 293–305 doi:10.1080/13562517.2020.1853694

Rao, N, Hosein, A & Raaper, R (2021) ‘Doctoral Students Navigating the Borderlands of Academic Teaching in an era of Precarity’ Teaching in Higher Education 26 (3): 454–470 doi:10.1080/13562517.2021.1892058 

Rolf, HG (2021) ‘Navigating Power in Doctoral Publishing: A Data Feminist Approach’ Teaching in Higher Education 26 (3): 488–507 doi.org/10.1080/13562517.2021.1892059


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Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education

by Neil Harrison

Higher education is in danger of sleepwalking into a crisis. There is a growing assault on the very idea of expertise and on the experts that hold it. As educators, we need to respond decisively or risk a slow drift into irrelevance.

The starting points for this post need little rehearsal. The digital revolution has put potentially limitless information at the fingertips of most of world at little or no cost. Social media have opened up new lines of communication that enable individuals to reach unmediated audiences that would not have been possible even ten years ago. However Continue reading