Preparing for an Uncertain Future in Higher Education:  Theoretical Implications for Researcher Development

Jeffrey M. KeeferNew York University & Pace University

16th Biennial ConferenceEuropean Association for Research in Learning and Instruction

(EARLI) August 25-29, 2015

Cyprus University of Technology (CUT)Limassol, Cyprus

cc: Mr.Tea - https://www.flickr.com/photos/12575062@N00cc: betta design - https://www.flickr.com/photos/65768710@N00

With numerous reasons to pursue doctoral education, methods to

accomplish it, and kinds of doctorates, research and practice doctoral degrees

are increasingly blurred across institutions and their learners.

cc: neil conway - https://www.flickr.com/photos/30934989@N06cc: Sprengben [why not get a friend] - https://www.flickr.com/photos/37010090@N04

Global inconsistencies almost invite us to reconceive what doing a doctorate

means (Boud & Tennant, 2006; Chiteng Kot & Hendel, 2012; McAlpine &

Norton, 2006).

cc: Valentina_A - https://www.flickr.com/photos/8418112@N04

This is often explored from the perspective of the higher education

economy, industry, national standards, and disciplinary expectations,

sometimes excluding the experiences, needs, and intentions of recent

postgraduates often left alone in research career development.

cc: CarbonNYC [in SF!] - https://www.flickr.com/photos/15923063@N00

Shifts in doctoral programs and coursework typically avoid the growing population of adjunct instructors who often cannot get the anticipated full-time academic positions upon completion.

cc: pennstatenews - https://www.flickr.com/photos/53130103@N05

Adjunct, part-time, contingent, temporary, casual, visiting, or non-permanent instructors across higher education in the U.S. account for 76% of all university teaching

(American Association of University Professors, n.d.). cc: MTSOfan - https://www.flickr.com/photos/8628862@N05

This research theorizes the shifting nature of adjunct instructors who cannot attain full-time university

research positions, and proposes a framework to

reconceive their roles.

cc: Glenn Waters ぐれん in Japan. - https://www.flickr.com/photos/23893265@N08

While 76% of those teaching in higher education have temporary, or adjunct, teaching status, 55% of them have PhDs (House Committee on Education

and the Workforce Democratic Staff, 2014).

With this population continuing to expand, it is increasingly unclear to what extent a research

doctorate prepares graduates to engage in permanent, research-intensive careers (Mays & Smith, 2009;

Rasanen & Korpiaho, 2011; Turner & McAlpine, 2011).cc: matthileo - https://www.flickr.com/photos/38383999@N06

Individuals whose unexpected liminal periods of career uncertainty challenge them in ways not customarily prepared for in academic programs (Flaherty, 2013;

McAlpine & Emmioğlu, 2014; McAlpine & Turner, 2012).cc: Arbron - https://www.flickr.com/photos/91281489@N00

Career trajectories are problematized for those unable to assume a university

position they prepared for (Goldstene, n.d.).cc: mayeesherr. - https://www.flickr.com/photos/16503481@N04

How can higher educational systems remain intact when up to 75% of their products, early career researchers, do not locate

permanent positions in their areas?cc: DaveOnFlickr - https://www.flickr.com/photos/49392213@N00

Those who pursue researcher education increasingly do so regardless of realistic future work opportunities in their areas.

cc: Gideon Tsang - https://www.flickr.com/photos/34323101@N00

The rules for engaging in doctoral studies have changed, yet the new rulebook has not yet been written.

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Those who work in adjunct, contingent roles bring scholarship to their tasks, though

without having stable university positions, are not readily considered researchers.

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Likewise, the academic specialization that comes as a result of this same training

focuses one to remain outside the regular knowledge economy.

cc: 55Laney69 - https://www.flickr.com/photos/42875184@N08

The situation is such that for many, “Contingency has become permanent, a rite of passage to nowhere”

(Kendzior, 2013).

cc: Justin Balog - https://www.flickr.com/photos/41008285@N06

They hold part-time positions in higher education as full-time positions are eliminated to reduce costs, so are liminal because they cannot work as they were prepared to do.

cc: Wonderlane - https://www.flickr.com/photos/71401718@N00

These are not early career researchers, as there is little evidence

they will ever reach those careers.

cc: EssjayNZ - https://www.flickr.com/photos/19387816@N00

This research proposes the term “Flexible Scholars” for this

population, too overeducated and overqualified to work only casually

part-time, though who remain within the higher education

machinery that will not fully employ them.

Scholarship speaks to their work, while Flexible as the majority of their time is spent across various

capacities without a central research “home” in which to work and advance (House Committee on Education

and the Workforce Democratic Staff, 2014).cc: quinn.anya - https://www.flickr.com/photos/53326337@N00

While Flexible Scholars increase, without articulating it as a growing, distinct identity with roles to play within academic discourses, it means that for many people it

does not even exist (Goffman, 1959).cc: C-Monster - https://www.flickr.com/photos/23835356@N00

Previous Expectations for Early Career Researchers:

No Longer the Reality

Doctoral Learners

Early Career Researchers

A Rise in Flexible Scholars

Doctoral Learners

Flexible Scholars(75% PT Academics)

Early Career Researchers (25% FT Academics)

It is beyond the scope of this theorizing to change higher education funding, cost structures, disciplinarity expectations, or solutions to changing

structures.

The intention is to propose language to describe a reality that is not readily

acknowledged and begin discussions as to implications and research

agendas.cc: JoãoMoura - https://www.flickr.com/photos/24041341@N02