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  • 1.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Doctoral supervision for career competition? Negotiating Social Capital in Research education.2018Ingår i: The Peaceful University: aspirations for academic futures, compassion, generosity, imagination and creation / [ed] Research Institute for Higher Education, Hiroshima University, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Academic policy in Europe currently emphasizes efficiency and high performance along with ‘flexible entrepreneurialism’ and creativity in ways that can appear to be both contradictive and double edged on several levels in academic institutions (Ball, 2012; Bendix Petersen, 2009). The present paper relates to this aspect of higher education policy. It is based on a study with 52 research students on different doctoral programs in Education Sciences at six Swedish universities and asks questions about how these doctoral students understand, cope with and challenge different demands in their research education and what kind of relationship they have with their research supervisors. Supervisors constitute institutional and relational social capital in a double sense and are vital for how the research students' bond and link resources in research education (Putnam, 2001). As the data and analysis shows, in fact the students create directions and legitimacy in different practises (Nahapiet and Ghoshal, 1998) depending on the kind of social capital they have or gain access to: institutional or relational, individual-competitive or collective-horizontal and their social capital is thus related to what they can share collectively, such as in conferences, seminars and teaching. These activities help them to develop exchange and bonding value and form bridges between interests and networks; either horizontal or more vertical ones (e.g. influential contacts). Depending on the ‘academic value’ of the social capital of a research supervisor we see that these research students get access to specific and more or less ‘advantageous’ paths. Also, it appears as if social capital is unevenly shared and distributed between groups and individuals and is specifically related to gender (Moren Cross and Lin, 2008). This creates unequal conditions for men and women research students in research education.

  • 2.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gustafsson, Jan
    Högskolan Väst.
    Silfver, Eva
    Umeå Universitet.
    Academic Career: On institutions, social capital and gender2018Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, nr 6, s. 1095-1108Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.

  • 3.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Silfver, Eva
    Umeå Universitet.
    Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students2019Ingår i: Studies in Graduate and Postdoctoral Education, ISSN 2398-4686Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose:The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and post-doctoral tracks as well as the everyday work of doctoral students. The aim of this article is to investigate how doctoral students express and challenge subjectivity in the present context of research education. Design/methodology/approach: We depart from the overall understanding that doctoral students lines of actions in research education depend on and form assemblages, and thus define an academic institution. By re-analysing eight in-depth interviews we illustrate how doctoral students from different milieus comply but also challenge, use border-crossings and change directions in research education. Findings: The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use ‘unsecure’ molecular lines they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender related. Research limitations/implications: The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine academic institutions, but also different subjectivities. Originality/value: In the present, given the manifold demands on academic institutions, new insights just as and methodological approaches are necessary to illustrate how contemporary changes affects research education and the everyday life of doctoral students.

  • 4.
    Angervall, Petra
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Simonsson, Angelica
    Göteborgs universitet.
    Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education2019Ingår i: Rethinking Knowledge Regimes / [ed] Sekretariatet för genusforskning, Göteborg, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    The policy changes of higher education in Sweden have resulted in a more individualized, specialized and measured academic work force (Ball, 2012; 2013). Through policy governance measures of performance, costs and time effectiveness, teaching quality, of work environment as well as of aspects of equality and justice, the intention has been to create a more effective and high performing academicinstitution (Blackmore, 2017). Leaving aside sparks of resistance, within the academe there is a strong consensus about the necessity, effectiveness and “neutrality” of standards through measurement. Previous studies (Alnebratt and Rönnblom, 2016) indicate that gender equality work in Sweden tends to express standards related to “objectivity”, but simultaneously involves activities that are political and transgressive. Therefore, there is a continuous need to investigate what kind of actions that are part of the realization of gender equality in the academe today. This study concerns the institutionalization of gender equality work within this context. How is gender equality work carried out in this academic landscape, and what does this work produce in terms of equality and the understanding thereof? By interviewing influential representatives and by observing how gender equality is realized in different contexts in the academe, we want to identify and deconstruct what we understand as gender equality assemblages (Liinason, 2017) and how they form, but also perform, gender equality in higher education (McPherson, 2015)Thus, in light of recent decades of policy changes, we are interested in what clusters of actions, interests, values or challenges that are involved in and directed to influence gender equality work, as well as their conceptual, practical and political implications for gender equality in higher education.

  • 5.
    Morely, Louise
    et al.
    Centre for Higher Education and Equity Research (CHEER), University of Sussex, Brighton, UK.
    Angervall, Petra
    University of Gothenburg.
    Dodillet, Susanne
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Berggren, Caroline
    Institutionen för pedagogik och specialpedagogik.
    Re-purposing fika: rest, recreation or regulation in the neoliberalized Swedish University?2018Ingår i: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, ISSN 2156-8235, s. 1-15Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Fika is the Swedish practice of assembling for a coffee break at work or home. This paper investigates the material, social and temporal investments in fika in accelerated and accountable organizational cultures, and asks what purpose it serves in neoliberalised academic employment regimes today. Analysis of our thirteen interviews with administrators and academics in a Faculty of Education in a large research-intensive Swedish university suggests that there are multiple interpretations of fika. Traditionally, fika has been used as a site for team-building, democratization, and well-being at work, but might have been re- purposed and incorporated in neoliberal surveillance and normalization technologies in which one’s corporate loyalty and interpersonal skills are made visible for assessment. We noted an affective and gendered economy with fika eliciting feelings of pleasure in the social and recreational aspects, but shame and anger at what was perceived as coercion to perform a particular type of sociable subjectivity.

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