1. Research in Context: Situating your research Dr Clare Saunders Subject Centre for Philosophical and Religious Studies With thanks to Dr Matthew Eddy (Philosophy, Durham) for source article

2. http://prs.heacademy.ac.uk Session outline Critical review of journal article:  Eddy, Matthew D (2006). Academic capital, postgraduate research and British universities: a Bourdieu inspired reflection. Discourse: Learning and Teaching in Philosophical and Religious Studies, vol. 6 no.1, pp. 211-223. 1. Seminar discussion  Theory – what are the strengths and weaknesses of this article? 2. Workshop  Practice – (how? why?) will it affect your research?

3. http://prs.heacademy.ac.uk ‘Academic Capital’ Doctoral students need to accrue ‘academic capital’ to build their career  More than just a doctoral thesis  Publications, teaching, network ‘there are “trade secrets” that are used to acquire academic capital and many successful academics are not interested in passing on these insights…’ (Eddy 2006: 212)

4. http://prs.heacademy.ac.uk 1. Publications Research Assessment Exercise (RAE)  Determines level of departmental funding  Key factor: number & quality of publications by each member of academic staff ‘the reality is that most successful lectureship candidates have a strong publication record’ (Eddy 2006: 214) Tips – be able to answer (and focus on):  ‘What is it, in one phrase, that describes what I’m researching?’  ‘What is the most original aspect of my research?’

5. http://prs.heacademy.ac.uk 2. Teaching Lecturing and tutoring  Supported by academic reference, student feedback Associated administration (e.g.)  Managing modules  Curriculum design and development  Module / departmental webpages ‘Doctoral students… should also… find a way to integrate [their] research… into the lectures or tutorials that they lead… most departments like to hire people who can use their research in their teaching’ (Eddy 2006: 215, 217)  Be creative  Research departmental teaching needs

6. http://prs.heacademy.ac.uk 3. Networking Roughly, becoming part of your academic community  Aim to find a ‘patron’ (senior academic who supports you and your research)  Use conferences and discussion lists  Build up contacts who will be a source of feedback (on research, job opportunities, references etc.) Other tips:  Identify any ‘hot topics’ pertaining to your research  ‘see if [these] connect with any other modules… or… devote part of a chapter [or] article… this will help attract more attention to [your] research and … help expand [your] network.’ (Eddy 2006: 219)

7. http://prs.heacademy.ac.uk The ‘academic capital graph’ ‘Departments look for candidates that are able to integrate their published research with their teaching and with current trends in the discipline’ (Eddy 2006: 216 – my emphasis) ‘Practice makes perfect’  Calibrate against (e.g.) current job adverts  Use to write applications, e.g. for research travel grants Networking Publications Teaching

8. http://prs.heacademy.ac.uk ‘Seminar’ discussion ‘So what if a student thinks the [academic capital graph] is a bunch of bunk? Fair enough…’ (Eddy 2006: 222) Do you agree that all three factors identified by Eddy are important?  Are they all equally important?  Is it desirable (possible) to integrate them as suggested?  What (if any) advantages and risks might there be in adopting this approach?

9. http://prs.heacademy.ac.uk ‘Workshop’ discussion ‘using the graph, or simply considering the rationale behind it, has helped a number of students… it might just give them that extra edge…’ (Eddy 2006: 223) How does Eddy’s account fit with your research experience? What might you change about your research practice in response to his argument?  Identify (say) three features  Why are these important to you?  How will you change?  Identify one ‘tip’ to try out during the rest of this conference!