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Speakers
Professor Gary Rhoades, Ph.D. - Keynote Address
The SRHE is pleased to announce that the keynote address at this years Annual Conference will be given by Professor Gary Rhoades
Gary Rhoades, recently appointed as the new general secretary of the American Association of University Professors in January 2009, will be well known to researchers into higher education. Gary has taken up this recent appointment after twelve years as professor of higher education at the University of Arizona and director of the university’s Center for the Study of Higher Education and more than twenty-five years in the field of higher education. Rhoades holds BA, MA, and PhD degrees in sociology from the University of California, Los Angeles. His research focuses on professions in academe, university restructuring, and science and technology issues in higher education. He is widely respected as a meticulous researcher, incisive writer, and engaging lecturer speaker by an international audience.
The Society is delighted that Professor Rhoades has accepted the invitation from our conference Chair, Professor Bruce Macfarlane to participate in this years SRHE Annual Conference.
Open Plenary Debate
Professor Rhoades will also participate in an open plenary debate along with other speakers, whose profiles will be added here shortly.
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Professor Gary Rhoades, Ph.D.
Director, Center for Global Education
Affiliated Faculty Member, School of Education
Loyola Marymount University
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Gary Rhoades began his term as general secretary of the American Association of University Professors in January 2009 after twelve years as professor of higher education at the University of Arizona and director of the university’s Center for the Study of Higher Education and more than twenty-five years in the field of higher education. Rhoades holds BA, MA, and PhD degrees in sociology from the University of California, Los Angeles. His research focuses on professions in academe, university restructuring, and science and technology issues in higher education. He is widely respected as a meticulous researcher, incisive writer, and engaging lecturer by an international audience.
Gary Rhoades holds BA, MA, and PhD degrees in sociology from the University of California, Los Angeles. His research focuses on professions in academe, university restructuring, and science and technology issues in higher education. In a recent National Science Foundation grant with two colleagues (Jen Croissant and Sheila Slaughter), Rhoades has been studying the use of new information technologies in instruction. In addition, with colleagues at the University of Arizona’s College of Education and Early Academic Outreach Office, he has participated in a GEAR-UP project aimed at enhancing college preparation, access, and success for local low income, minority populations (particularly Latinos) in Tucson.
Professor Rhoades has worked in the field of higher education for more than twenty-five years. He is widely respected as a meticulous researcher, incisive writer, and engaging lecturer by an international audience. He has given keynote addresses recently to researchers and policymakers in England, Finland, Italy, Japan, and Mexico, and has spoken at the national meetings of groups including the European Association for Institutional Research, the American Educational Research Association, the Society for Social Studies of Science, and the American Sociological Association. Rhoades has worked at the local, regional, and national levels with the American Federation of Teachers and the National Education Association, as well as with the AAUP. Rhoades is the former president of the Association for the Study of Higher Education.
Professor Rhoades is the author of Managed Professionals: Unionized Faculty and Restructuring Academic Labor (SUNY Press, 1998) and Academic Capitalism and the New Economy with Sheila Slaughter (Johns Hopkins University Press, 2004).
The American Association of University Professors is a nonprofit charitable and educational organization that promotes academic freedom by supporting tenure, academic due process, and standards of quality in higher education. The AAUP has about 47,000 members at colleges and universities throughout the United States.
Keynote
Beyond Academic Capitalism's Bankruptcy: Reinvesting in Intellectual Capital and Social Enhancement
Questions
What are the costs of defining the higher education system’s purposes in terms of entrepreneurial, world class universities?
Given the literal and metaphorical bankruptcy of various sectors of laissez faire capitalism in the U.S., from the real estate and financial services sectors to the auto industry, and the governmental strategies to revitalize those sectors of the economy, what are the implications for academic capitalism? That is, in what ways has it come to be literally and/or metaphorically bankrupt, and what are the governmental strategies being adopted to revitalize the higher education system?
To what extent do the demographic and employment patterns of professors contribute to and/or detract from the academy’s social engagement in and enhancement of reinvigorating society culturally, politically, and economically?
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Professor Merle Jacob - Conference Speaker
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Professor Merle Jacob
Lund University
Research Policy Institute
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Merle Jacob is Professor in Research Policy at the Research Policy Institute, Lund University. She is currently on secondment from Lund and holds the position of Research Director at the Centre for Technology, Innovation and Culture at the University of Oslo . Merle completed her PhD in Theory of Science in 1997 and has since then worked at a number of Nordic universities. Merle has published extensively on issues related to the management of higher education and research and has contributed to the recent Routledge Handbook on Higher Education.
Keynote
Crossing the rubicon: towards a more synthetic relation between research on policy for higher education and policy for research
These two areas of research have hitherto lived separate lives with some strategic actors doing border crossings. For instance, many well established higher education researchers have been visible and respected in the debate on research policy in so far as the discussion has been about the university. Apart from this there has been little border crossing. The new agenda of higher education and social change, promoted by among others the European Science Foundation, brings with it a new set of challenges for higher education research and praxsis. My presentation will focus on outlining some of the more important of these challenges and some of the possible points of collaboration for higher education and research policy.
Questions
Is the current alliance between the research and innovation policy traditions an obstacle to further collaboration between higher education research and research on research policy?
Is there a role for higher education research in shaping the praxsis and research on university governance?
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Dr Catherine Manathunga - Conference Speaker
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Dr Catherine Manathunga
Senior Lecturer in Higher Education
Teaching and Educational Development Institute and the UQ Graduate School
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Catherine Manathunga is a Senior Lecturer in Higher Education in the Teaching and Educational Development Institute and the UQ Graduate School. Her research interests include postgraduate supervision, interdisciplinary research education, the history of teaching and learning in universities, and the professional development of supervisors and researchers.
Catherine is an historian and draws together expertise in historical, sociological and cultural studies research to bring an innovative, interdisciplinary perspective to higher education research, particularly focusing on doctoral education and the history of university teaching and learning. She currently researches in the following areas:
- Postgraduate Supervision : power, identity and culture in postgraduate supervision; power and desire in team supervision pedagogy
- Supervisor Educational Development : post-colonial interpretations of supervisor educational development;
- Research and Innovation Leader Development : research graduates attributes and outcomes in universities and industry; ongoing professional development for researchers in public and private sector research organisations; interdisciplinary research;
- History of Australian Teaching and Learning : a genealogy of the development of teaching and learning in Australian universities.
She currently supervises RHD students in the areas of doctoral education, effective teaching and learning in higher education and development aid policy.
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Professor Tara Fenwick - Conference Speaker
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Professor Tara Fenwick
Head, Department of Educational Studies
University of British Columbia, Canada
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Tara Fenwick is a Professor of Education and Head of Department of Educational Studies at the University of British Columbia in Canada. Her research and teaching focus on issues of professional knowledge, practice and learning in changing forms of work, with particular interest in subjectivities, knowledge politics, and evolving meanings of responsibility. Her books include the award-winning Learning through Experience: Troubling Assumptions and Intersecting Questions (2003), The Art of Evaluation (2008 co-authored with J Parsons), Educating the Global Workforce (2007 co-edited with L Farrell), and Work, Subjectivity and Learning (co-edited with S Billett and M Somerville).
Keynote
Knowledge wars and educational futures in unruly times: matter-ings of mess and responsibility
What knowledge matters most? Our assumptions about which knowledges are most worthwhile have become dramatically unsettled amidst the messy flows, mobilities and boundary blurrings of today’s so-called knowledge economy and Web 2.0 cyberscapes. In this talk I consider issues related to what some have called ‘knowledge wars’: what is recognized as innovation, what counts as competence in the global economy (and who gets to say so), what determines ‘standards’ in knowledge, and what emerges at intersections among disciplinary and practice-based knowledge. Stepping aside from misunderstandings and territorial positionings that can occur in unruly times, education can open different spaces for becomings that challenge the desire for certainty and control. Drawing from theories of the socio-material and examples from professional education, I suggest approaches through which higher education might radically re-orient its notion of educational responsibility by embracing mess – a fruitful site of undecidability and unlearning.
Questions
Do you think it is possible – or even desirable - to introduce a sensibility of ‘unlearning’ in higher education curricula? If so, what language and orientations could persuade different stakeholders to accept ‘undecidability’ and ‘unlearning’ as important spaces to cultivate?
What specific ‘knowledge wars’ have you confronted in your everyday practice - designing curricula, applying for grants, conducting research, collaborating, presenting papers, publishing articles, etc.? How do these play out and with what effects? What approaches are helpful to negotiate these in ways that truly respect difference while opening generative possibilities?
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Professor Bruce Macfarlane - Conference Chair
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Professor Bruce Macfarlane
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Bruce Macfarlane is Professor of Higher Education and Head of Academic Development at the University of Portsmouth (UK). He has held previous academic positions at three UK universities and has worked as a researcher and teacher in Japan and Hong Kong.
His research interests are in the ethics of academic practice and leadership and his single authored publications include Teaching with integrity: the ethics of higher education practice (RoutledgeFalmer, 2004), The Academic Citizen: the virtue of service in university life (Routledge, 2007) and Researching with integrity: the ethics of academic enquiry (Routledge, 2009). In previous work Bruce has written extensively about business and management education and the teaching of business ethics, in particular. He has also researched the management of dual-sector (FE-HE) institutions resulting in the publication of Challenging Boundaries: Managing the integration of post-secondary education (co-edited with Neil Garrod, Routledge, 2009). He is currently writing a book about intellectual leadership in higher education, to be published in 2011.
Bruce is a Vice Chair and member of Council of the Society for Research in Higher Education and a Senior Fellow of the UK Higher Education Academy. He is a member of the editorial board of a number of higher education journals including Teaching in Higher Education and Higher Education Quarterly.
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| Look for yourself or colleagues enjoying themselves at the SRHE Conference 2008.
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