Universitetsundervisningens (u)mulige position i Akademia

mulige og umulige positioneringer for videnskabeligt personale mellem diskurser om forskning og undervisning på universitet

Research output: Book/ReportReportCommunication

Abstract

The outset of this thesis is the seeming fact that teaching and learning in higher education for a decade has received a much lower status both considering promotion, tenure and recognition in general compared to that of research. Believing that the existing educational research and policy „forget‟ the very academics who are conducting everyday teaching this thesis takes an interest in
the academics themselves and seeks to explore academics‟ lived experience concerning possibilities and impossibilities for prioritizing teaching and learning. From a poststructuralist theorist understanding this study uses positioning theory to analyse how six interviewed academics position themselves and others as right and wrong participants in Academia in relation to their teaching and research activities. My analysis shows that a dominant research discourse, driven by a harsh research-publishing obligation, distributes legitimacy to the actions of academics in a way that leaves „bad researchers‟ with no choice but to try and excel in „less
prestigious activities‟; teaching and publishing „pseudo-research‟. Concluding remarks consider the future development of teaching and learning at universities.
Original languageDanish
PublisherRoskilde Universitet
Number of pages77
Publication statusPublished - 2016

Cite this

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title = "Universitetsundervisningens (u)mulige position i Akademia: mulige og umulige positioneringer for videnskabeligt personale mellem diskurser om forskning og undervisning p{\aa} universitet",
abstract = "The outset of this thesis is the seeming fact that teaching and learning in higher education for a decade has received a much lower status both considering promotion, tenure and recognition in general compared to that of research. Believing that the existing educational research and policy „forget‟ the very academics who are conducting everyday teaching this thesis takes an interest inthe academics themselves and seeks to explore academics‟ lived experience concerning possibilities and impossibilities for prioritizing teaching and learning. From a poststructuralist theorist understanding this study uses positioning theory to analyse how six interviewed academics position themselves and others as right and wrong participants in Academia in relation to their teaching and research activities. My analysis shows that a dominant research discourse, driven by a harsh research-publishing obligation, distributes legitimacy to the actions of academics in a way that leaves „bad researchers‟ with no choice but to try and excel in „lessprestigious activities‟; teaching and publishing „pseudo-research‟. Concluding remarks consider the future development of teaching and learning at universities.",
keywords = "universitetskultur, undervisning, forskning, diskurs, positioneringsteori, prestige",
author = "S{\o}rensen, {Kasper Anthon}",
year = "2016",
language = "Dansk",
publisher = "Roskilde Universitet",

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T1 - Universitetsundervisningens (u)mulige position i Akademia

T2 - mulige og umulige positioneringer for videnskabeligt personale mellem diskurser om forskning og undervisning på universitet

AU - Sørensen, Kasper Anthon

PY - 2016

Y1 - 2016

N2 - The outset of this thesis is the seeming fact that teaching and learning in higher education for a decade has received a much lower status both considering promotion, tenure and recognition in general compared to that of research. Believing that the existing educational research and policy „forget‟ the very academics who are conducting everyday teaching this thesis takes an interest inthe academics themselves and seeks to explore academics‟ lived experience concerning possibilities and impossibilities for prioritizing teaching and learning. From a poststructuralist theorist understanding this study uses positioning theory to analyse how six interviewed academics position themselves and others as right and wrong participants in Academia in relation to their teaching and research activities. My analysis shows that a dominant research discourse, driven by a harsh research-publishing obligation, distributes legitimacy to the actions of academics in a way that leaves „bad researchers‟ with no choice but to try and excel in „lessprestigious activities‟; teaching and publishing „pseudo-research‟. Concluding remarks consider the future development of teaching and learning at universities.

AB - The outset of this thesis is the seeming fact that teaching and learning in higher education for a decade has received a much lower status both considering promotion, tenure and recognition in general compared to that of research. Believing that the existing educational research and policy „forget‟ the very academics who are conducting everyday teaching this thesis takes an interest inthe academics themselves and seeks to explore academics‟ lived experience concerning possibilities and impossibilities for prioritizing teaching and learning. From a poststructuralist theorist understanding this study uses positioning theory to analyse how six interviewed academics position themselves and others as right and wrong participants in Academia in relation to their teaching and research activities. My analysis shows that a dominant research discourse, driven by a harsh research-publishing obligation, distributes legitimacy to the actions of academics in a way that leaves „bad researchers‟ with no choice but to try and excel in „lessprestigious activities‟; teaching and publishing „pseudo-research‟. Concluding remarks consider the future development of teaching and learning at universities.

KW - universitetskultur

KW - undervisning

KW - forskning

KW - diskurs

KW - positioneringsteori

KW - prestige

M3 - Rapport

BT - Universitetsundervisningens (u)mulige position i Akademia

PB - Roskilde Universitet

ER -