Drawing upon ethnographic data, this article investigates the effects of a new online campus management system in one of the largest universities in Germany. It shows the various ways in which this technological innovation influenced students', teachers' and administrative personnel's relations and everyday working practices and how it is influential in the reorganisation of university structures. The online management system is regarded as an important part of an emerging infrastructure of excellence, which materialises the changing understanding of qualitative studies and teaching. Findings show that the online management supports standardised and economised study, teaching and administrative practices and silences creativity and flexibility. However, these standardisations are negotiated and questioned by the actors involved.
George A. Martinez, Maresi Nerad, and Elizabeth Rudd
This workshop report summarises the potentially far-reaching deliberations and results of a conference of experts in doctoral education from around the world. The conference was organised jointly by the U.S. Center for Innovation and Research in Graduate Education (CIRGE) at the University of Washington, Seattle and the German International Centre for Higher Education Research (INCHER) at the University of Kassel. Participants discussed critical issues in the globalisation of doctoral education, including global inequalities, diversity in types of students and modes of study, and intellectual risk-taking, and they sought to develop proposals for policy. The focus of the conference was on the research doctorate. This essay reports on the activities, discussions, and conclusions of the workshop. One of the task forces illustrated issues in the intellectual risk-taking faced by graduates by performing a highly realistic vignette written by a South African professor. We begin our workshop report with this vignette as a way to begin to frame the key issues.
Emory Morrison, Elizabeth Rudd, and Maresi Nerad
In this article, we analyse findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs - Five+Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school experiences. Like previous studies in Australia, the U.K., the U.S.A. and Germany, SS5 found that graduates several years after completing their education had mostly positive labour market experiences, but only after undergoing a transitional period of insecurity and uncertainty. Most SS5 doctoral students wanted to become professors, despite the difficult academic job market and the existence of a non-academic market for PhD labour. Many respondents' career pathways included a delayed move into a faculty tenure-track position, but exceptionally few moved from a faculty tenure-track position into another labour market sector. Respondents reported that their PhD programmes had not trained them well in several skills important for academic and non-academic jobs. Men's and women's career paths were remarkably similar, but, we argue, women 'subsidised' gender equality in careers by paying higher personal costs than men. We conclude with recommendations.
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
, ideology and resistance in East Germany, ’ Social Anthropology 13 , no. 3 : 291 – 305 . Gallinat , A. ( 2010 ) ‘ Playing the native card: the anthropologist as informant in Eastern Germany ’, in P. Collins and A. Gallinat (eds) The
Diversity, writing and collective learning in an international Master’s programme
Nana Clemensen and Lars Holm
’s helpful if I do volunteer, but I also have to remember it is not my place all the time. And I have to remember it is not always helping. I am learning words that I did not know. One German student is googling words, and it’s fun. And next time, I will use
Student perspectives on the risks of fast-track degree completion
Laura Louise Sarauw and Simon Ryberg Madsen
’ Humboldtian idea about freedom to learn ( Lernfriehiet ) and the right to prioritise one's own time. This tendency is not new, and it is not restricted to the area of higher education and the European Bologna Process. According to recent works by the German
Sintayehu Kassaye Alemu
of the labour force for the state bureaucracy. The fourth key role of the university or higher education is connected with the emergence of the German research university model in the second half of the eighteenth century. The major role of such a
Sarah B. Rodriguez
of the science conducted in Nazi-era Germany – and the Declaration of Helsinki, most recently revised in 2013, a set of internationally recognized ethical principles regarding biomedical research with human participants ( Millum et al. 2013 ; Shuster
A class experiment in interdisciplinary education
Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller, and Simone Rödder
buildings on the University of Hamburg campus. Each building has six elevators and more than a dozen floors. The request was brought forward in German (‘ Entschuldigung? Dürfte ich den Fahrstuhl bitte alleine benutzen? ’), or English (‘Excuse me? May I
Anthropological reflections on ‘Project 2012’ and The Offer
, NY : Cornell University Press . Fernandez , J.W. ( 1986 ) Persuasions and Performances: The Play of Tropes in Culture , Bloomington : Indiana University Press . Gallinat , A. ( 2016 ) Narratives in the Making: Writing the East German Past