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
Downloads
Download data is not yet available.
References
Althusser, L. (1970). Ideología y aparatos ideológicos de Estado. Buenos Aires: Nueva Visión
Alvesson, M., & Willmott, H. (2002). Identity regulation as organizational control: Producing the appropriate individual. Journal of Management Studies, 39,5, 619–644. https://doi.org/10.1111/1467‐6486.00305
Amigot Leache, P. y Martínez Sordoni, L. (2013) Gubernamentalidad, subjetividad y transformación de la universidad. La evaluación del profesorado como técnica de normalización. Athenea Digital, 13, 1, 99-120. https://doi.org/10.5565/rev/athenead/v13n1.1046
Antaki, C.; Billig, M.; Edwards, D. y Potter, J. (2003). El análisis del discurs implica analizar: crítica de seis atajos analíticos. Athenea Digital, 3, 14-1. Recuperado de: https://atheneadigital.net/article/view/n3-antaki-billig-potter/64-pdf-es
Archer, L. (2008a). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33,4, 385–403. https://doi.org/10.1080/03075070802211729
Archer, L. (2008b). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23,3, 265–285. https://doi.org/10.1080/02680930701754047
Baker, M. (2010). Career confidence and gendered expectations of academic promotion. Journal of Sociology, 46, 3, 317–334.
https://doi.org/10.1177/1440783310371402
Barad, K. M. (1996). Meeting the Universe Halfway: Realism and Social Constructivism without Contradiction. En L. H. Nelson and J. Nelson Feminism, Science, and the Philosophy of Science (pp 161–194). Dordrecht: Kluwer.
Barad, K. M. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.
Barry, J.; Chandler, J. and Clark, H. (2001). Between the ivory tower and the academic assembly line. Journal f management studies, 38, 1, 88-101. https://doi.org/10.1111/1467-6486.00229
Bastalich, W. (2010). Knowledge economy and research innovation. Studies in Higher Education, 35, 7, 845–857. https://doi.org/10.1080/03075070903406533
Bedoya, M. y Castillón, A. (2017). Neoliberalismo como forma de subjetivación dominante. Dorsal. Revista de Estudios Foucaultianos, 3, 31-56.
DOI: 10.5281/zenodo.1108629
Braidotti, R. (2004). Feminismo, diferencia sexual y subjetividad nómade.
Barcelona: Gedisa.
Brown, W. (2003). Neoliberalism and the end of democracy. Princeton, NJ: Princeton University Press.
Bröckling, U. (2005). Gendering the enterprising self. Distinktion: Journal of Social Theory, 6,2, 7–25. https://doi.org/10.1080/1600910X.2005.9672910
Bruno, E. (2011/3). Comment gouverner un ‘espace européen de la recherche’ et des ‘chercheurs-entrepreneurs’ ? Le recours au management comme technologie politique. Innovations, 36, 65-82. DOI 10.3917/inno.036.0065
Busso, S., & Rivetti, P. (2014). What's love got to do with it? Precarious academic labour forces and the role of passion in Italian universities. Recherches Sociologiques et Anthropologiques, 45,2, 15–37. https://doi.org/10.4000/rsa.1243
Butler, J. (1997). The psychic life of power. Theories in subjection. Stanford, CA: Stanford University Press.
Cantwell, B. (2011). Transnational mobility and International Academic
Employment: Gatekeeping in an Academic Competition Arena. Minerva, 49,
425-445. DOI:10.1007/s11024-011-9181-3
Carvhalo, T. y Machado, ML. (2010). Gender and shifts in higher education managerial regimes, Australian Universities’ review, 52, 2, 33-42. Recuperado de: https://pdfs.semanticscholar.org/ce0b/432d720cef3890115b29beabcd7e93b6db52.pdf
Castaño, C. (2016). La nueva gestión pública y las políticas de igualdad de género en las universidades. Investigaciones Feministas, 7,2, 225–245. https://doi.org/10.5209/INFE.54566
Castillo, J. y Moré, P. (2017). La Universidad sin futuro. Precariedad e incertidumbre del trabajo universitario. Recuperado de:.
Clarke, C. A., & Knights, D. (2015). Careering through academia: Securing identities or engaging ethical subjectivities? Human Relations, 68,12, 1865–1888. https://doi.org/10.1177/0018726715570978
Clarke, C. A., Knights, D., & Jarvis, C. (2012). A labour of love? Academics in business schools. Scandinavian Journal of Management, 28,1, 5–15. https://doi.org/10.1016/j.scaman.2011.12.003
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34, 3, 329-345. https://doi.org/10.1080/01411920701532269
Coin, F. (2017). On quitting. Ephemera, 17, 3, 705–719. Recuperado de: http://www.ephemerajournal.org/sites/default/files/pdfs/contribution/17-3coin.pdf
Davies, B., & Petersen, E. B. (2005a). Intellectual workers (un)doing neoliberal discourse. Critical Psychology, 13, 32–54.
Davies, B., & Petersen, E. B. (2005b). Neo‐liberal discourse in the Academy: The forestalling of (collective) resistance. Learning and Teaching in the Social Sciences, 2,2, 77–98. https://doi.org/10.1386/ltss.2.2.77/1
Deem, R., & Brehony, K. J. (2005). Management as ideology: The case of ‘new managerialism’ in higher education. Oxford. Review of Education, 31, 2, 217–235. https://doi.org/10.1080/03054980500117827
del Río Carral, M. y Fusulier, B. (2013). Jeunes chercheurs face aux exigences de disponibilité temporelle. Quelles logiques d’agencement entre la vie professionnelle et la vie privée ? Temporalités. Revue de sciences sociales et humaines, 18, 1-20. https://doi.org/10.4000/temporalites.2614
Fassa, F. (2013). La recherche en suisse quand les genres interrogent les critères de l’excellence scientifique. Mouvements, 76, 162–175. https://doi.org/10.3917/mouv.076.0161
Felt, U. and Fochler, M. (2013). What science stories do: Rethinking the multiple
consequences of intensified. En P. Baranger and S. Bernard (eds.) Science
Communication Today. International perspectives, Issues and Strategies.
Paris : CNRS Editions.
Fernández-Savater, A. (2016) Disciplinar la investigación, devaluar la docencia: cuando la Universidad se vuelve empresa. Eldiario.es. Recuperado de:
https://www.eldiario.es/interferencias/Disciplinar-investigacion-devaluar-docencia-Universidad_6_486161402.html
Fisher, D.; Atkinson‐Grosjean, J & House, D. (2001). Changes in academy/industry/state relations in Canada: The creation and development of the networks of centres of excellence. Minerva, 39, 299-325. https://doi.org/10.1023/A:1017924027522
Fletcher, C., Boden, R., Kent, J., & Tinson, J. (2007). Performing women: The gendered dimensions of the UK. New research economy. Gender, Work and Organization, 14,5, 433–453. https://doi.org/10.1111/j.1468‐0432.2007.00359.x
Fochler, M., Felt, U., & Müller, R. (2016). Unsustainable growth, hyper‐competition, and worth in life science research: Narrowing evaluative repertoires in doctoral and postdoctoral scientists’ work and lives. Minerva, 54, 175–200. https://doi.org/10.1007/s11024‐016‐9292‐y
Foucault, M. (2007). Nacimiento de la biopolítica. Buenos Aires, FCE.
Gane, N. (2012). Las gubernamentalidades del neoliberalismo: Más allá del panoptismo y post-panoptismo. Theorein. Revista de Ciencias Sociales, 2, I, 15-56. Recuperado de: www. revistatheorein.com
Gill, R. (2009). Breaking the silence: The hidden injuries of neo‐liberal academia. En R. Flood, & R. Gill (Eds.), Secrecy and silence in the research process: Feminist reflections, 228–244. London, UK: Routledge.
Gill, R., & Donaghue, N. (2016). Resilience, apps and reluctant individualism: Technologies of self in the neoliberal academy. Women's Studies International Forum, 54, 91–99. https://doi.org/10.1016/j.wsif.2015.06.016
Gil-Suárez, A. (2019) A Tale of two Subjectivities: An Academic Life Story. Social sciences, 8, 10, 267. https://doi.org/10.3390/socsci8100267
Giroux, H. (2002) Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere. Harvard Educational Review, 72, 4, 425-464. https://doi.org/10.17763/haer.72.4.0515nr62324n71p1
Grant, B., & Elizabeth, V. (2015). Unpredictable feelings: Academic women under research audit. British Educational Research Journal, 41, 2, 287–302. https://doi.org/10.1002/berj.3145
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
Haraway, D. (1997). Testigo_Modesto Segundo Milenio. HombreHembra©_conoce-Oncoratón. Barcelona: Colección Nuevas Tecnologías y Sociedad. Barcelona. Editorial UOC. (2004)
Íñiguez, L. (2003). Análisis del discurso. Manual para las ciencias sociales. Barcelona: Editorial UOC.
Larrauri, M. (2000). El deseo según Gilles Déleuze. Filosofía para profanos. Tàndem Edicions. Valencia
Laval, C. (2018). Foucault, Bourdieu et la question néolibérale. Éditions la Découverte : Paris.
Lebrun, J.P. (2013) La bêtise, c'est quand l'intelligence sert à se débarrasser de la castration. À propos de la dernière leçon de Michel Foucault sur le néolibéralisme, la théorie et la politique, de Geoffroy de Lagasnerie Fayard 2012. La revue lacanienne, 14, 247 – 253. Recuperado de: https://www.cairn.info/revue-la-revue-lacanienne-2013-1-page-247.htm
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.
https://doi.org/10.1080/09540253.2012.740888
Morley, L. (2016). Troubling intra‐actions: Gender, neo‐liberalism and research in the global academy. Journal of Education Policy, 31,1, 28–45. https://doi.org/10.1080/02680939.2015.1062919
Morley, L. and Crossouard, B. (2016). Gender in the neoliberalised global
academy: the affective economy of women and leadership in South Asia.
British Journal of Sociology of Education 37,1, 149-168.
DOI: 10.1080/01425692.2015.1100529
Morrissey, J. (2015). Regimes of performance: Practices of the normalized self in the neoliberal university. British Journal of Sociology of Education, 36(4), 614–634. https://doi.org/10.1080/01425692.2013.838515
Müller, R. (2014). Racing for what? Anticipation and acceleration in the work and career practices of academic life science postdocs. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, Art. 15. Recuperado de: http://nbn‐resolving.de/urn:nbn:de:0114‐fqs1403150
Olssen, M. (2016). Neoliberal competition in higher education today: Research, accountability and impact. British Journal of Sociology of Education, 37,1, 129–148. https://doi.org/10.1080/01425692.2015.1100530
Organisation de Coopération et de Développement Économiques (OCDE). (1996). L’économie fondée sur le savoir, Paris. Recuperado de:
http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=OCDE/GD(96)108&docLanguage=Fr
Parker, M., & Jary, D. (1995). The McUniversity: Organization, management and academic subjectivity. Organization, 2,2, 319–338. https://doi.org/10.1177/135050849522013
Pestre, D. (2008). Ciència, diners i política. Assaig d’interpetació. Santa Coloma de Queralt: Obrador Edèndum. Publicacions URV
Pérez y Montoya (2018). La insostenibilidad de la universidad pública neoliberal: hacia una etnografía de la precariedad en la academia. Disparidades. Revista de Antropología, 73,1. https://doi.org/10.3989/rdtp.2018.01.001.01
Powell, D. (2017). The price of doing a postdoc. Recuperado de: https://www.sciencemag.org/careers/2017/01/price-doing-postdoc.
Roth, W. D., & Sonnert, G. (2010). The costs and benefits of ‘red tape’: Anti‐bureaucratic structure and gender inequity in a science research organization. Social Studies of Science, 41(3), 385–409. https://doi.org/10.1177/
0306312710391494
Santos, A.; Muñoz-Rodríguez, D. y Poveda Rosa, M. (2015). “En cuerpo y alma”. Intensificación y precariedad en las condiciones de trabajo del `profesorado universitario. Arxius de ciències socials, 32, 13-44. Recuperado de: http://roderic.uv.es/bitstream/handle/10550/49026/5267232.pdf?sequence=1&isAllowed=y
Scaffidi, B. (2011). A positive postdoctoral experience is related to equality
supervision and career mentoring, collaborations, networking and nurturing
research environment. Higher Education, 62, 685-698. DOI:10.1007/s10734
011-9407-1
Shore, C. (2008). Audit culture and illiberal governance: Universities and the politics of accountability. Anthropological Theory, 8, 3, 278–298. https://doi.org/10.1177/1463499608093815
Slaughter, S. & Rhoades, G. (2000). The Neoliberal University. New Labor Forum,
6, 73-79.
Soto Lagos, R.A.; Mera Adasme, JM; Núñez Muñoz, CG.; Sisto Campos, VM;
Fardella Cisternas, C. (2016). Entre la efectividad y los afectos: nuevos docentes en tiempos de nuevo management público. Athenea digital, 16, 3: 3-19. https://doi.org/10.5565/rev/athenea.1528
Stengers, I. y Drumm, T. (2013). Une autre science est possible ! Paris : Édition la Découverte
Thomas, R., & Davies, A. (2002). Gender and new public management: Reconstituting academic subjectivities. Gender, Work and Organization, 9, 4, 372–397. https://doi.org/10.1111/1468‐0432.00165
Van den Brink, M., & Benschop, Y. (2012). Gender practices in the construction of academia excellence: Sheep with fivelegs. Organization, 19, 4, 507–524. https://doi.org/10.1177/1350508411414293
Alvesson, M., & Willmott, H. (2002). Identity regulation as organizational control: Producing the appropriate individual. Journal of Management Studies, 39,5, 619–644. https://doi.org/10.1111/1467‐6486.00305
Amigot Leache, P. y Martínez Sordoni, L. (2013) Gubernamentalidad, subjetividad y transformación de la universidad. La evaluación del profesorado como técnica de normalización. Athenea Digital, 13, 1, 99-120. https://doi.org/10.5565/rev/athenead/v13n1.1046
Antaki, C.; Billig, M.; Edwards, D. y Potter, J. (2003). El análisis del discurs implica analizar: crítica de seis atajos analíticos. Athenea Digital, 3, 14-1. Recuperado de: https://atheneadigital.net/article/view/n3-antaki-billig-potter/64-pdf-es
Archer, L. (2008a). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33,4, 385–403. https://doi.org/10.1080/03075070802211729
Archer, L. (2008b). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23,3, 265–285. https://doi.org/10.1080/02680930701754047
Baker, M. (2010). Career confidence and gendered expectations of academic promotion. Journal of Sociology, 46, 3, 317–334.
https://doi.org/10.1177/1440783310371402
Barad, K. M. (1996). Meeting the Universe Halfway: Realism and Social Constructivism without Contradiction. En L. H. Nelson and J. Nelson Feminism, Science, and the Philosophy of Science (pp 161–194). Dordrecht: Kluwer.
Barad, K. M. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.
Barry, J.; Chandler, J. and Clark, H. (2001). Between the ivory tower and the academic assembly line. Journal f management studies, 38, 1, 88-101. https://doi.org/10.1111/1467-6486.00229
Bastalich, W. (2010). Knowledge economy and research innovation. Studies in Higher Education, 35, 7, 845–857. https://doi.org/10.1080/03075070903406533
Bedoya, M. y Castillón, A. (2017). Neoliberalismo como forma de subjetivación dominante. Dorsal. Revista de Estudios Foucaultianos, 3, 31-56.
DOI: 10.5281/zenodo.1108629
Braidotti, R. (2004). Feminismo, diferencia sexual y subjetividad nómade.
Barcelona: Gedisa.
Brown, W. (2003). Neoliberalism and the end of democracy. Princeton, NJ: Princeton University Press.
Bröckling, U. (2005). Gendering the enterprising self. Distinktion: Journal of Social Theory, 6,2, 7–25. https://doi.org/10.1080/1600910X.2005.9672910
Bruno, E. (2011/3). Comment gouverner un ‘espace européen de la recherche’ et des ‘chercheurs-entrepreneurs’ ? Le recours au management comme technologie politique. Innovations, 36, 65-82. DOI 10.3917/inno.036.0065
Busso, S., & Rivetti, P. (2014). What's love got to do with it? Precarious academic labour forces and the role of passion in Italian universities. Recherches Sociologiques et Anthropologiques, 45,2, 15–37. https://doi.org/10.4000/rsa.1243
Butler, J. (1997). The psychic life of power. Theories in subjection. Stanford, CA: Stanford University Press.
Cantwell, B. (2011). Transnational mobility and International Academic
Employment: Gatekeeping in an Academic Competition Arena. Minerva, 49,
425-445. DOI:10.1007/s11024-011-9181-3
Carvhalo, T. y Machado, ML. (2010). Gender and shifts in higher education managerial regimes, Australian Universities’ review, 52, 2, 33-42. Recuperado de: https://pdfs.semanticscholar.org/ce0b/432d720cef3890115b29beabcd7e93b6db52.pdf
Castaño, C. (2016). La nueva gestión pública y las políticas de igualdad de género en las universidades. Investigaciones Feministas, 7,2, 225–245. https://doi.org/10.5209/INFE.54566
Castillo, J. y Moré, P. (2017). La Universidad sin futuro. Precariedad e incertidumbre del trabajo universitario. Recuperado de:
Clarke, C. A., & Knights, D. (2015). Careering through academia: Securing identities or engaging ethical subjectivities? Human Relations, 68,12, 1865–1888. https://doi.org/10.1177/0018726715570978
Clarke, C. A., Knights, D., & Jarvis, C. (2012). A labour of love? Academics in business schools. Scandinavian Journal of Management, 28,1, 5–15. https://doi.org/10.1016/j.scaman.2011.12.003
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34, 3, 329-345. https://doi.org/10.1080/01411920701532269
Coin, F. (2017). On quitting. Ephemera, 17, 3, 705–719. Recuperado de: http://www.ephemerajournal.org/sites/default/files/pdfs/contribution/17-3coin.pdf
Davies, B., & Petersen, E. B. (2005a). Intellectual workers (un)doing neoliberal discourse. Critical Psychology, 13, 32–54.
Davies, B., & Petersen, E. B. (2005b). Neo‐liberal discourse in the Academy: The forestalling of (collective) resistance. Learning and Teaching in the Social Sciences, 2,2, 77–98. https://doi.org/10.1386/ltss.2.2.77/1
Deem, R., & Brehony, K. J. (2005). Management as ideology: The case of ‘new managerialism’ in higher education. Oxford. Review of Education, 31, 2, 217–235. https://doi.org/10.1080/03054980500117827
del Río Carral, M. y Fusulier, B. (2013). Jeunes chercheurs face aux exigences de disponibilité temporelle. Quelles logiques d’agencement entre la vie professionnelle et la vie privée ? Temporalités. Revue de sciences sociales et humaines, 18, 1-20. https://doi.org/10.4000/temporalites.2614
Fassa, F. (2013). La recherche en suisse quand les genres interrogent les critères de l’excellence scientifique. Mouvements, 76, 162–175. https://doi.org/10.3917/mouv.076.0161
Felt, U. and Fochler, M. (2013). What science stories do: Rethinking the multiple
consequences of intensified. En P. Baranger and S. Bernard (eds.) Science
Communication Today. International perspectives, Issues and Strategies.
Paris : CNRS Editions.
Fernández-Savater, A. (2016) Disciplinar la investigación, devaluar la docencia: cuando la Universidad se vuelve empresa. Eldiario.es. Recuperado de:
https://www.eldiario.es/interferencias/Disciplinar-investigacion-devaluar-docencia-Universidad_6_486161402.html
Fisher, D.; Atkinson‐Grosjean, J & House, D. (2001). Changes in academy/industry/state relations in Canada: The creation and development of the networks of centres of excellence. Minerva, 39, 299-325. https://doi.org/10.1023/A:1017924027522
Fletcher, C., Boden, R., Kent, J., & Tinson, J. (2007). Performing women: The gendered dimensions of the UK. New research economy. Gender, Work and Organization, 14,5, 433–453. https://doi.org/10.1111/j.1468‐0432.2007.00359.x
Fochler, M., Felt, U., & Müller, R. (2016). Unsustainable growth, hyper‐competition, and worth in life science research: Narrowing evaluative repertoires in doctoral and postdoctoral scientists’ work and lives. Minerva, 54, 175–200. https://doi.org/10.1007/s11024‐016‐9292‐y
Foucault, M. (2007). Nacimiento de la biopolítica. Buenos Aires, FCE.
Gane, N. (2012). Las gubernamentalidades del neoliberalismo: Más allá del panoptismo y post-panoptismo. Theorein. Revista de Ciencias Sociales, 2, I, 15-56. Recuperado de: www. revistatheorein.com
Gill, R. (2009). Breaking the silence: The hidden injuries of neo‐liberal academia. En R. Flood, & R. Gill (Eds.), Secrecy and silence in the research process: Feminist reflections, 228–244. London, UK: Routledge.
Gill, R., & Donaghue, N. (2016). Resilience, apps and reluctant individualism: Technologies of self in the neoliberal academy. Women's Studies International Forum, 54, 91–99. https://doi.org/10.1016/j.wsif.2015.06.016
Gil-Suárez, A. (2019) A Tale of two Subjectivities: An Academic Life Story. Social sciences, 8, 10, 267. https://doi.org/10.3390/socsci8100267
Giroux, H. (2002) Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere. Harvard Educational Review, 72, 4, 425-464. https://doi.org/10.17763/haer.72.4.0515nr62324n71p1
Grant, B., & Elizabeth, V. (2015). Unpredictable feelings: Academic women under research audit. British Educational Research Journal, 41, 2, 287–302. https://doi.org/10.1002/berj.3145
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
Haraway, D. (1997). Testigo_Modesto Segundo Milenio. HombreHembra©_conoce-Oncoratón. Barcelona: Colección Nuevas Tecnologías y Sociedad. Barcelona. Editorial UOC. (2004)
Íñiguez, L. (2003). Análisis del discurso. Manual para las ciencias sociales. Barcelona: Editorial UOC.
Larrauri, M. (2000). El deseo según Gilles Déleuze. Filosofía para profanos. Tàndem Edicions. Valencia
Laval, C. (2018). Foucault, Bourdieu et la question néolibérale. Éditions la Découverte : Paris.
Lebrun, J.P. (2013) La bêtise, c'est quand l'intelligence sert à se débarrasser de la castration. À propos de la dernière leçon de Michel Foucault sur le néolibéralisme, la théorie et la politique, de Geoffroy de Lagasnerie Fayard 2012. La revue lacanienne, 14, 247 – 253. Recuperado de: https://www.cairn.info/revue-la-revue-lacanienne-2013-1-page-247.htm
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.
https://doi.org/10.1080/09540253.2012.740888
Morley, L. (2016). Troubling intra‐actions: Gender, neo‐liberalism and research in the global academy. Journal of Education Policy, 31,1, 28–45. https://doi.org/10.1080/02680939.2015.1062919
Morley, L. and Crossouard, B. (2016). Gender in the neoliberalised global
academy: the affective economy of women and leadership in South Asia.
British Journal of Sociology of Education 37,1, 149-168.
DOI: 10.1080/01425692.2015.1100529
Morrissey, J. (2015). Regimes of performance: Practices of the normalized self in the neoliberal university. British Journal of Sociology of Education, 36(4), 614–634. https://doi.org/10.1080/01425692.2013.838515
Müller, R. (2014). Racing for what? Anticipation and acceleration in the work and career practices of academic life science postdocs. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, Art. 15. Recuperado de: http://nbn‐resolving.de/urn:nbn:de:0114‐fqs1403150
Olssen, M. (2016). Neoliberal competition in higher education today: Research, accountability and impact. British Journal of Sociology of Education, 37,1, 129–148. https://doi.org/10.1080/01425692.2015.1100530
Organisation de Coopération et de Développement Économiques (OCDE). (1996). L’économie fondée sur le savoir, Paris. Recuperado de:
http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=OCDE/GD(96)108&docLanguage=Fr
Parker, M., & Jary, D. (1995). The McUniversity: Organization, management and academic subjectivity. Organization, 2,2, 319–338. https://doi.org/10.1177/135050849522013
Pestre, D. (2008). Ciència, diners i política. Assaig d’interpetació. Santa Coloma de Queralt: Obrador Edèndum. Publicacions URV
Pérez y Montoya (2018). La insostenibilidad de la universidad pública neoliberal: hacia una etnografía de la precariedad en la academia. Disparidades. Revista de Antropología, 73,1. https://doi.org/10.3989/rdtp.2018.01.001.01
Powell, D. (2017). The price of doing a postdoc. Recuperado de: https://www.sciencemag.org/careers/2017/01/price-doing-postdoc.
Roth, W. D., & Sonnert, G. (2010). The costs and benefits of ‘red tape’: Anti‐bureaucratic structure and gender inequity in a science research organization. Social Studies of Science, 41(3), 385–409. https://doi.org/10.1177/
0306312710391494
Santos, A.; Muñoz-Rodríguez, D. y Poveda Rosa, M. (2015). “En cuerpo y alma”. Intensificación y precariedad en las condiciones de trabajo del `profesorado universitario. Arxius de ciències socials, 32, 13-44. Recuperado de: http://roderic.uv.es/bitstream/handle/10550/49026/5267232.pdf?sequence=1&isAllowed=y
Scaffidi, B. (2011). A positive postdoctoral experience is related to equality
supervision and career mentoring, collaborations, networking and nurturing
research environment. Higher Education, 62, 685-698. DOI:10.1007/s10734
011-9407-1
Shore, C. (2008). Audit culture and illiberal governance: Universities and the politics of accountability. Anthropological Theory, 8, 3, 278–298. https://doi.org/10.1177/1463499608093815
Slaughter, S. & Rhoades, G. (2000). The Neoliberal University. New Labor Forum,
6, 73-79.
Soto Lagos, R.A.; Mera Adasme, JM; Núñez Muñoz, CG.; Sisto Campos, VM;
Fardella Cisternas, C. (2016). Entre la efectividad y los afectos: nuevos docentes en tiempos de nuevo management público. Athenea digital, 16, 3: 3-19. https://doi.org/10.5565/rev/athenea.1528
Stengers, I. y Drumm, T. (2013). Une autre science est possible ! Paris : Édition la Découverte
Thomas, R., & Davies, A. (2002). Gender and new public management: Reconstituting academic subjectivities. Gender, Work and Organization, 9, 4, 372–397. https://doi.org/10.1111/1468‐0432.00165
Van den Brink, M., & Benschop, Y. (2012). Gender practices in the construction of academia excellence: Sheep with fivelegs. Organization, 19, 4, 507–524. https://doi.org/10.1177/1350508411414293
Published
13/07/2020
Section
Articles
Sociología y tecnociencia is licensed under a Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional License.
The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Sociología y tecnociencia.
