Research in Context: Situating your research

1. Research in Context:Situating your research Dr Clare Saunders Subject Centre for Philosophical and Religious Studies With thanks to Dr Matthew Eddy (Philosophy, Durham) for source article

2. Session outline • Critical review of journal article: • Eddy, Matthew D (2006). Academic capital, postgraduate research and British universities: a Bourdieu inspired reflection. Discourse: Learning and Teaching in Philosophical and Religious Studies, vol. 6 no.1, pp. 211-223. • 1. Seminar discussion • Theory – what are the strengths and weaknesses of this article? • 2. Workshop • Practice – (how? why?) will it affect your research? http://prs.heacademy.ac.uk

3. ‘Academic Capital’ • Doctoral students need to accrue ‘academic capital’ to build their career • More than just a doctoral thesis • Publications, teaching, network • ‘there are “trade secrets” that are used to acquire academic capital and many successful academics are not interested in passing on these insights…’ (Eddy 2006: 212) http://prs.heacademy.ac.uk

4. 1. Publications • Research Assessment Exercise (RAE) • Determines level of departmental funding • Key factor: number & quality of publications by each member of academic staff • ‘the reality is that most successful lectureship candidates have a strong publication record’ (Eddy 2006: 214) • Tips – be able to answer (and focus on): • ‘What is it, in one phrase, that describes what I’m researching?’ • ‘What is the most original aspect of my research?’ http://prs.heacademy.ac.uk

5. 2. Teaching • Lecturing and tutoring • Supported by academic reference, student feedback • Associated administration (e.g.) • Managing modules • Curriculum design and development • Module / departmental webpages • ‘Doctoral students… should also… find a way to integrate [their] research… into the lectures or tutorials that they lead… most departments like to hire people who can use their research in their teaching’ (Eddy 2006: 215, 217) • Be creative • Research departmental teaching needs http://prs.heacademy.ac.uk

6. 3. Networking • Roughly, becoming part of your academic community • Aim to find a ‘patron’ (senior academic who supports you and your research) • Use conferences and discussion lists • Build up contacts who will be a source of feedback (on research, job opportunities, references etc.) • Other tips: • Identify any ‘hot topics’ pertaining to your research • ‘see if [these] connect with any other modules… or… devote part of a chapter [or] article… this will help attract more attention to [your] research and … help expand [your] network.’ (Eddy 2006: 219) http://prs.heacademy.ac.uk

7. The ‘academic capital graph’ • ‘Departments look for candidates that are able to integrate their published research with their teaching and with current trends in the discipline’ (Eddy 2006: 216 – my emphasis) • ‘Practice makes perfect’ • Calibrate against (e.g.) current job adverts • Use to write applications, e.g. for research travel grants Networking Publications Teaching http://prs.heacademy.ac.uk

8. ‘Seminar’ discussion • ‘So what if a student thinks the [academic capital graph] is a bunch of bunk? Fair enough…’ (Eddy 2006: 222) • Do you agree that all three factors identified by Eddy are important? • Are they all equally important? • Is it desirable (possible) to integrate them as suggested? • What (if any) advantages and risks might there be in adopting this approach? http://prs.heacademy.ac.uk

9. ‘Workshop’ discussion • ‘using the graph, or simply considering the rationale behind it, has helped a number of students… it might just give them that extra edge…’ (Eddy 2006: 223) • How does Eddy’s account fit with your research experience? • What might you change about your research practice in response to his argument? • Identify (say) three features • Why are these important to you? • How will you change? • Identify one ‘tip’ to try out during the rest of this conference! http://prs.heacademy.ac.uk