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Newer researchers in higher education: policy actors or policy subjects?

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Newer researchers in higher education : policy actors or policy subjects? / Ashwin, Paul; Deem, Rosemary; McAlpine, Lynn.

In: Studies in Higher Education, Vol. 41, No. 12, 21.10.2016, p. 2184-2197 .

Research output: Contribution to journalJournal articlepeer-review

Harvard

Ashwin, P, Deem, R & McAlpine, L 2016, 'Newer researchers in higher education: policy actors or policy subjects?', Studies in Higher Education, vol. 41, no. 12, pp. 2184-2197 . https://doi.org/10.1080/03075079.2015.1029902

APA

Ashwin, P., Deem, R., & McAlpine, L. (2016). Newer researchers in higher education: policy actors or policy subjects? Studies in Higher Education, 41(12), 2184-2197 . https://doi.org/10.1080/03075079.2015.1029902

Vancouver

Author

Ashwin, Paul ; Deem, Rosemary ; McAlpine, Lynn. / Newer researchers in higher education : policy actors or policy subjects?. In: Studies in Higher Education. 2016 ; Vol. 41, No. 12. pp. 2184-2197 .

Bibtex

@article{22c348f7bc70484a890d4f0efdfcef34,
title = "Newer researchers in higher education: policy actors or policy subjects?",
abstract = "In this article, we explore the extent to which 42 newer researchers, in the academic sub-field of higher education, were aware of, responded to and negotiated their careers in relation to higher education policies. Participants, who were mainly from European countries, tended to divide into two similarly sized groups: one that engaged with and made strategic use of higher education policy, who we termed {\textquoteleft}policy actors;' and another who felt that they were shaped by policy rather than working with it, who we termed {\textquoteleft}policy subjects.' These differences appeared largely to relate to participants{\textquoteright} background prior to studying for their doctorate, their mode of study and doctoral route. All of our participants appeared to perceive the relationship between their research and policies in individual terms, rather than in terms of being a part of a community of higher education researchers. We explore the implications of these findings",
keywords = "newer researchers, higher education, policy, policy actors, policy subjects",
author = "Paul Ashwin and Rosemary Deem and Lynn McAlpine",
year = "2016",
month = oct,
day = "21",
doi = "10.1080/03075079.2015.1029902",
language = "English",
volume = "41",
pages = "2184--2197 ",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "12",

}

RIS

TY - JOUR

T1 - Newer researchers in higher education

T2 - policy actors or policy subjects?

AU - Ashwin, Paul

AU - Deem, Rosemary

AU - McAlpine, Lynn

PY - 2016/10/21

Y1 - 2016/10/21

N2 - In this article, we explore the extent to which 42 newer researchers, in the academic sub-field of higher education, were aware of, responded to and negotiated their careers in relation to higher education policies. Participants, who were mainly from European countries, tended to divide into two similarly sized groups: one that engaged with and made strategic use of higher education policy, who we termed ‘policy actors;' and another who felt that they were shaped by policy rather than working with it, who we termed ‘policy subjects.' These differences appeared largely to relate to participants’ background prior to studying for their doctorate, their mode of study and doctoral route. All of our participants appeared to perceive the relationship between their research and policies in individual terms, rather than in terms of being a part of a community of higher education researchers. We explore the implications of these findings

AB - In this article, we explore the extent to which 42 newer researchers, in the academic sub-field of higher education, were aware of, responded to and negotiated their careers in relation to higher education policies. Participants, who were mainly from European countries, tended to divide into two similarly sized groups: one that engaged with and made strategic use of higher education policy, who we termed ‘policy actors;' and another who felt that they were shaped by policy rather than working with it, who we termed ‘policy subjects.' These differences appeared largely to relate to participants’ background prior to studying for their doctorate, their mode of study and doctoral route. All of our participants appeared to perceive the relationship between their research and policies in individual terms, rather than in terms of being a part of a community of higher education researchers. We explore the implications of these findings

KW - newer researchers

KW - higher education

KW - policy

KW - policy actors

KW - policy subjects

U2 - 10.1080/03075079.2015.1029902

DO - 10.1080/03075079.2015.1029902

M3 - Journal article

VL - 41

SP - 2184

EP - 2197

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 12

ER -