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Early careers of recent U.S. Social Science PhDs

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.

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The reformed social sciences to reform the university

mission impossible?

Davydd J. Greenwood and Morten Levin

The core argument is that social science must re-examine its mission and praxis in order to be a significant player in future higher education. This article reviews the results and prospects arising from a four-year international project. Originating in Greenwood and Levin's concern about the social sciences, the project, funded by the Ford Foundation, was organised as an action research network of social scientists. Meeting several times over four years, the assembled group of scholars shifted focus from the future of the social sciences to broader questions of the future of higher education as a whole and the possible role of the social sciences. Four issues emerged as vital future challenges:

• Collective denial among academics that knowledge production (research and teaching) is a collaborative effort and that individual academics depend on and are responsible for contributing to the health of the academic collectivity.

• Academic freedom, conceived as an individual right is under siege and will have to be reconstructed to include both individual rights and collective and institutional responsibilities and rights in higher education.

• An appreciation of the multiplicity of teaching, research and organisational factors that interact to constitute healthy universities is lacking in most quarters.

• Technologies of accountability now drive the development of higher education towards a focus on an artificially narrow metrics of knowledge-generation and away from inquiry into what constitutes relevant and sustainable knowledge-generation practices.

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Ideas, History and Social Sciences

An Interview with Quentin Skinner

Jérémie Barthas and Arnault Skornicki

Part of a collective project for promoting the study of the history of political ideas within the field of the social sciences in French academia, this interview focuses on method, and more specifically on Prof. Quentin Skinner's relationship to

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A Framework for Social Science in Epidemics

Santiago Ripoll, Annie Wilkinson, Syed Abbas, Hayley MacGregor, Tabitha Hrynick, and Megan Schmidt-Sane

In epidemic preparedness and response, it is now commonly accepted that social science is important in shaping action. The Ebola response in West Africa (2013–2016) incorporated anthropologists in response teams, and enabled platforms on which

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Globalising service-learning in the social sciences

Stephanie A. Limoncelli

’. Alongside the growth of service-learning in the social sciences has been the call for internationalising the curriculum, especially in the United States. For example, American sociology has been criticised for its continued parochialism (see, for example

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South African Social Science and the Azanian Philosophical Tradition

Anjuli Webster

cultural resemblance and relationship with ‘the rest of the continent’ ( Dladla 2018: 3 ). In this article, I argue that South African social science is a central mechanism of conqueror South Africa, that it silences the outstanding historical injustice

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Social Sciences and the Cultural Sector in England

A Commentary on the Literature

Sara Selwood

on better understanding of the sector's impacts. This not only reignited the sector's relationship with social scientists but also presented it with various challenges. This article explores how the social sciences’ relationship with the cultural

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Embedded Social Science and the British Government COVID-19 Response

An Ethnographic Study

Alex Tasker and Lucy C. Irvine

tensions around MMR vaccinations in the United Kingdom, to disagreements about the role of international health organisations and ‘expert advisors’ in the 2014–2016 Ebola response. Social science and the pandemic response We can trace these tensions

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The use of Socrative in university social science teaching

Sam Pryke

psychological study of the relationship between testing and memory retention. Third, I present findings from the research I carried out amongst second- and third-year Sociology students at a British university, the first survey amongst social science students in

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In Defence of Social Science

U.K. 2015 – A Review of the 2015 CfSS Report 'The Business of People: The Significance of Social Science over the Next Decade'

Natali Valdez

In 1954, C. Dollard wrote an article in the American Journal of Economics and Sociology titled ‘In the Defense of Social Science’. In 1967, W. Grundy wrote another article in the journal of Social Studies with the same title. A report from the New York Times used the same title in 1985 to highlight how neglected the social sciences are in the American education system (Maeroff 1985). Most recently, in 2012 B. Maguth also draws on the same title to write an article examining the need to incorporate social sciences in STEM education. The list goes on and on; defending the social sciences across the spectrum of education has a long history in both the United States and the United Kingdom. Making a case for why the social sciences are vital and deserve recognition through funding is, unfortunately, not a novel campaign.