What model of science, what model of researcher?
-
AGNÈS VAYREDA DURAN
Universitat Oberta de Catalunya
https://orcid.org/0000-0003-0639-113X
Keywords:
Researcher-entrepreneur; Neoliberalization of science; Excellent research centres; Incubator-centres; Postdoctoral students; PhD students
Abstract
This article presents the results of a qualitative research on the imprint of neoliberal rationality in the organization of scientific production, in its objectives and its field of action, as well as in the redefinition of the figure of the young researcher (PhD students and postdoctoral students). I point out that all the transformations in these fields are the result of scientific policies, whose most obvious products are the excellent research centres and the figure of entrepreneur-researcher. I argue that the entrepreneurial identity of young researchers and the organizational flexibility of excellent research centres are mutually co-construct and interdependent. Likewise, I conclude that neoliberalized science excludes all those who don’t share the same productive values, and how the system prevents possible disobediences
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References
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consequences of intensified. En P. Baranger and S. Bernard (eds.) Science
Communication Today. International perspectives, Issues and Strategies.
Paris : CNRS Editions.
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https://www.eldiario.es/interferencias/Disciplinar-investigacion-devaluar-docencia-Universidad_6_486161402.html
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Gómez, L. y Jódar, F. (2013). Ética y política en la universidad española: la evaluación de la investigación como tecnología de la subjetividad. Athenea digital, 13, 1.
https://doi.org/10.5565/rev/athenead/v13n1.1169
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Larrauri, M. (2000). El deseo según Gilles Déleuze. Filosofía para profanos. Tàndem Edicions. Valencia
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Lynch, K. (2014). New managerialism: The impact on education. Concept, 5, 3,
1–11. DOI : 10.1515/bmc-2013-0032
Mählck, P. (2012). Academic women with migrant background in the global knowledge economies: Bodies, hierarchies and resistance. Women's Studies International Forum, 36, 65–74. https://doi.org/10.1016/j.wsif.2012.09.007
McAlpine, L. (2014). Over time, how do post-Ph.D. scientists locate teaching and
supervision within academic practice? Teaching in Higher Education 19, 8,
835-846. http://dx.doi.org/10.1080/13562517.2014.934356
Morley, L. (2013). The rules of the game: women and the leaderist turn in higher
education. Gender and education. 25, 1, 116-131.
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