Research on Researchers: The Social Production of Doctoral Student Research Assistance

• In Event: 66.044 - Professionalization Experiences in Doctoral Education

Abstract

This study is a small-scale qualitative exploration of how ten Canadian academics in research-intensive faculties of education approach the supervision of doctoral student research assistants. The participants were uncomfortable with the idea of “leadership,” preferring to think of their approach as teaching or mentoring. Problems could arise from student inexperience or hesitation, but some academics preferred a hands-off style regardless, in part because of overload. Although they were pressured to obtain external grants, the work involved with student assistants did not “count” and competed with all their other responsibilities. Our study points to some national differences in the context of academic work as well as the enduring significance of the place of “time” in academic life.

Authors

• Sandra Acker, University of Toronto - OISE

• Anne Wagner, Nipissing University

• Michelle K. McDinn, Brock University