PhD Study : Deconstructing the place of the Professional in the age of the anti-expert

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 at least one profession. It may, for example, 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 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

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• Sound understanding of subject area as evidenced by a comprehensive research proposal
• A comprehensive and articulate personal statement
• Research proposal of 1500 words detailing aims, objectives, milestones and methodology of the project

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.

• For VCRS Awards, Masters at 75%
• Completion of Masters at a level equivalent to commendation or distinction at Ulster

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living