![]() ![]() (1974) Evaluation and the control of education. (1970) Autobiography of Joseph Priestley Bath: Adams and Dart. (1823) Enseignement universel, langue maternelle. Decline of donnish dominion: The British academic professions in the twentieth century. Paper presented to a research seminar on Research Funding Dynamics, Vrije Universiteit,Brussel, November 2016. The Gates Foundation MET research project as a case of philanthrocapitalism. Educational Action Research, 2(1), 133–137.įendler, L. Research on Teachers’ Knowledge and Action Research. Derber, Professionals as workers: Mental labour in advanced capitalism. Managing professionals: Ideological proletarianisation and mental labour. History of education anno 1992: ‘A tale told by an idiot, full of sound and fury, signifying nothing’? History of Education, 22(1), 1–10.ĭerber, C. Cambridge Journal of Education, 4(2), 52–59.Ĭouncil, S., & Nuffield Foundation. Participation in Action Research as an In-Service Experience. Ĭassiodorus (c.530 CE) Institutiones (translated by James W. A critique of commodified education and knowledge (from Africa to Maine): Russek scholar lecture to the University of Southern Maine, February 12th 2008. Knowledge capitalism: Business, work and learning in the new economy. ‘The Monastic Economy’ in Monastic and religious orders in Britain, 1000–1300 Cambridge: Cambridge University Press.īurton-Jones, A. In Oxford Dictionary of National Biography.īurton, J. University of Pittsburgh Press.īritish Educational Research Association (2011) Ethical guidelines for educational research. Radder (Ed.), The commodification of academic research: Science and the modern university (pp. Coercion, corruption and politics in the commodification of academic science. Ethics, social justice and funding dynamics. On the commodification of educational research. Besley, Assessing the quality of research in higher education: a comparative study, Rotterdam: Sense.īridges, D. (2009) Assessing the quality of research in higher education: the UK Research Assessment Exercise in Ed T. Research for sale: Moral market or moral maze? British Educational Research Journal, 24(5), 593–608.īridges, D. (1989) Academic tribes and territories: Intellectual enquiries and the disciplines London: Society for Research in Higher Education and Open University Press (see also 2 nd ed. ![]() Tokyo: Asian Productivity Organisation.īecher, T. Raising productivity in higher education. (1991) The generation that made post-war Britain London: Fontana.Īsian Productivity Organisation (2017). The Guardian Higher Education Forum: Academics Anonymous Blog Series 23 March 2018.Īnnan, M. Philosophically, Bridges and Cunningham are interested in exploring whether Marx’s conceptual framework-rooted of course in his own analysis of history-illuminates the social practice of research in different conditions: historically they are interested in examining the way the elements of relations of production have evolved over time.Īnonymous Academic (2018) They called my university a PhD factory – now I understand why. ![]() The paper culminates with consideration of relations of production in which the contemporary educational researcher is situated-the ‘contract culture’, the ‘commodification’ of research and, as some would suggest, the ‘proletarianisation’ of researchers. This is followed by consideration of the circumstances of the independent scholar and the celebrated Lunar Society in a period of scientific and technological progress, and then, focussing more specifically on educational research, the mid-twentieth century educational researcher. They start with the mediaeval scholar monk and the monastic culture of the scriptorium. Davus (1994) Marx: Early political writings. Thus they follow Marx in observing, as in The poverty of philosophy, the historical and transitory nature of such relations and the ideas and thinking they support ( Marx, K (1847) The poverty of philosophy in eds. They offer four brief accounts of sets of relations drawn from the history of research and scholarship in the UK. In this contribution, Bridges and Cunningham suggest that Marx’s notion of ‘relations of production’ provides a lens that can provide some interesting and useful insights both into historical models of research production and to some of the challenges of the shifting conditions of work and production in the contemporary academy. ![]()
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