Funded PhD Opportunity Deconstructing the place of the Professional in the age of the anti-expert: dystopias and ideals

This opportunity is now closed.

Subject: Education

Summary

A growing distrust and dismissal of professionals is a significant trend in both British and US political discourse, a pervasive assault on the professions (Freidson, 2001). ‘Professional’ is a slippery, precarious and overused term, imbued with overtones of both high status expertise and conspiratorial exclusivity, yet the issue is largely overlooked in academic studies of professional learning within the professions themselves. Freidson views professionalism as a third (and superior) logic, relative to worldviews governed by either bureaucracy, where managers dominate, or by markets, where consumers are in control. Even as the latter logics have become more salient, previous levels of unquestioning deference for professionals seem to have diminished, and are, perhaps, gone forever.

The project will examine the essential features of professionals by synthesizing a detailed characterization of a varied sample of those professions for which Ulster courses provide pathways to accreditation. We will utilize and test the speculative, interdisciplinary Model, The Place Model, which has been published both as a professional education book and as an academic paper. The paper has been rated as 4* by our external reviewer who was a member of the Education sub-panel for REF14 (Clarke, 2016(a) and (b)), scoring highly on originality, significance and rigour. The model has its origins in analysis of teachers and teacher education in the recent public assaults on the professionalism of teachers, in the the sticks, stones and ideology (Cochran-Smith & Fries, 2001), the changing role of teachers in an age of accountability (Valli & Beuse, 2007), a movement from professionalism to proletarianization (Helsby, 1995), and the discourses of derision (Kenway, 1990, p. 201) which are used by politicians to create rhetorical spaces within which to articulate reform (Ball, 2013, p. 104). Current debates in the UK reflect those in the USA around greater deregulation and privatization versus investing in strengthening the dominant college and university system of teacher education (Zeichner (2014, p. 551).

Meanwhile, across the globe there is an almost insatiable demand for teachers (Moon & Umar, p. 227 in Moon, 2013) and some 57 million primary-level learners are not being taught by a teacher. Amidst this maelstrom of competing views, the Place Model uses two senses of ‘place’ to provide comparative lenses for a timely, a priori examination of the place of professionals. 1.place in the humanistic geography tradition as a process – a cumulative, career-long professional learning journey, and also, 2.place, in the sociological sense of professional status. The Model maps professional dystopias (Proto/Precarious/De-professionalised/Exclusive Professionals) and then uses these to construct ideals of Civic/Inclusive/Virtuous professionals, critically questioning whether these constucts are merely oxymorons.

The successful applicant will develop an application to conduct a qualitative and/or quantitative research project addressing the above issues in the light of stakeholder perceptions.  Applications should be around 2000 words, and should contextualise the project in academic literature, outline proposed methods, state the professional groups that will be included and why, consider relevant ethical issues and outline expected outcomes in terms of research impact.

Essential Criteria

  • Upper Second Class Honours (2:1) Degree from a UK institution (or overseas award deemed equivalent via UK NARIC)
  • Sound understanding of subject area as evidenced by a comprehensive research proposal
  • A comprehensive and articulate personal statement

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

  • Research project completion within taught Masters degree or MRES

Funding

    DFE

    The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £ 14,777 per annum for three years. EU applicants will only be eligible for the fees component of the studentship (no maintenance award is provided).  For Non EU nationals the candidate must be "settled" in the UK.

Other information

The Doctoral College at Ulster University

Launch of the Doctoral College

Current PhD researchers and an alumnus shared their experiences, career development and the social impact of their work at the launch of the Doctoral College at Ulster University.

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Key Dates

Submission Deadline
Monday 19 February 2018
Interview Date
31 March 2018

Contact Supervisor

Professor Linda Clarke

Other Supervisors

Apply online

Visit https://www.ulster.ac.uk/applyonline and quote reference number #238646 when applying for this PhD opportunity