Doctoral Education, Danger and Risk Management

Datos Bibliográficos

ID8106593
AutoresErica Mcwilliam (autor de correspondencia), Parlo Singh (0000-0001-6757-2167), Peter G Taylor, Peter Taylor (0000-0001-7456-3744)
Año2002
Volumen21
Número2
Páginas119-129
Fecha de publicación2002-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaHigher Education Research & Development (JOURNAL)
Identificadores de la revistaISSN: 0729-4360 • E-ISSN: 1469-8366
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/07294360220144042
OpenAlexW2084984505
IdiomaEN
Citas recibidas4
Referencias citadas19

This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other public and private institutions, are being reshaped in order to be more closely aligned with risk minimisation policy directives and strategies. To understand what effects such reshaping is having on doctoral education, we bring together anthropological theorising of risk with pedagogical theorising of power and identity in education contexts. This theoretical cross-over between anthropology and education situates the pedagogic work of doctoral training within a culturally constituted order of professional care and risk management. We utilise this framework to interrogate "soft marking" as a specific domain in which risk minimisation is producing new relational identities for both supervisors and students involved in doctoral studies programs

Economics · Management · Pedagogy · Political science · Public relations · Risk management · Sociology · Supervisor · Critical Realism in Sociology · Resilience and Mental Health · Risk Perception and Management · Law