Project

ACADEMIC RESEARCHERS IN CHALLENGING TIMES

What is the Project About?

In Canadian universities, full-time academics contribute to knowledge production by including a research component—often a notional 40%—among their duties. “Doing research” has become an expanded and intensified responsibility in the past few decades. Critical scholars in Canada and elsewhere have raised concerns about the effects of neoliberal policies and contexts on academics pursuing research agendas, as they struggle to adapt to heightened expectations for accountability and productivity associated with an ever-spreading research culture.

The project, funded by the Social Sciences and Humanities Research Council of Canada, 2017–2021, with an unfunded extension to 2025, focuses on the experience of leading academic research projects in the social sciences in what we call “challenging times.”  Its overall aim is to explore the academic experience of the social production of research in the current context of Ontario, Canada.

The core of the project consists of semi-structured, qualitative interviews with academics in selected social science fields (geography and sociology) and adjacent professional fields (education and social work) in a varied selection of Ontario universities. To provide a more nuanced view of the research landscape, we also talk to “key informants,” especially university research administrators, and scrutinize relevant documents from governments, research councils, and universities.

We carried out two pilot studies to inform this project. In Study 1, 12 senior feminist academics in education, sociology and allied fields from six countries provided interviews or written materials in response to questions about their research leadership (Acker & Wagner, 2019). In Study 2, 17 Ontario education academics holding various social justice commitments described their experiences of conducting research (Acker et al., 2018). These studies indicate that external funding has become a key priority for academics, despite the difficulties many experience in acquiring it (Acker & Ylijoki, 2018; McGinn et al., 2019). They also suggest that Canadian research practices may differ from those found elsewhere and that there is a need to identify and implement better means of supporting academic researchers and their student assistants to produce excellent research without undue anxiety and inefficiency.

In 2018, we conducted an analysis of research policy documents at various levels (national, provincial, institutional) that might be expected to influence researcher decisions (Campisi et al., 2018). In 2018 and 2019 we conducted 24 interviews with research administrators and other key informants knowledgeable about the research field. We published some of the results from this phase as Acker, McGinn, & Campisi (2019). In March 2020, we completed 27 interviews with faculty in our four target fields. A chapter on women’s project leadership has appeared in an edited volume published by UBC Press (Wagner & Acker, 2024) and an article on what we call “fast professors” was published (Acker & McGinn, 2021) in a special issue of Brock Education Journal edited by Grace Karram Stephenson and Michelle McGinn (Karram Stephenson & McGinn, 2021). In 2023, Marie Vander Kloet and Caitlin Campisi published an article in the Journal of Higher Education Policy and Management, and Marie Vander Kloet and Anne Wagner (2023) published an article in Higher Education Research & Development, both advance online publications. Sandra Acker, Oili-Helena Ylijoki and Michelle McGinn published an edited volume on gender and research funding for the SRHE/Routledge book series. It includes chapters by team members and others (Acker, Ylijoki & McGinn, 2024).

Team members have been active in conference presentations. In June, 2021, team members delivered conference papers (on line) at the annual conference of the Canadian Society for the Study of Higher Education hosted by University of Alberta and the Academic Identities Conference hosted by Roskilde University, Denmark. Team members presented papers (on line) at the Canadian Sociological Association Annual Conference, May, 2022, as part of a symposium entitled The embodied social production of social science research, organized by Anne Wagner.  Marie Vander Kloet and Anne Wagner presented a paper (in person) in June, 2022 at the European Feminist Research Conference, Milan, Italy, entitled Community, responsibility and knowledge production: How racialized faculty members navigate research funding, ethical protocols and institutional knowledge production and another (also in person) entitled Responsibility, ethics and knowledge: how racialized academic staff in Canada engage in the social production of research with community at the 5th annual Philosophy and Theory of Higher Education Society Conference in Gdansk, Poland, 13-15 June, 2023. Michelle McGinn and Sandra Acker presented a paper (on line) in December, 2022, entitled Mentorship, sponsorship and the hidden curriculum of research funding at the Society for Research Into Higher Education Annual Conference, UK, and Sandra presented a paper (in person) in May, 2023, entitled What could possibly go wrong? Behind the scenes in research work at the Pacific Sociological Association Annual Conference, Seattle, USA. Most recently, Sandra and Michelle presented a paper (in person) at the Annual Research Conference of the Society for Research Into Higher Education, held in Birmingham, UK, December 7, 2023, entitled Research funding and gender: insights from the literature and a Canadian project, part of a symposium organized to display aspects of the then forthcoming Acker, Ylijoki & McGinn co-edited book. The symposium was entitled Grant-funding and the careers of women academics: what, where and when, and also featured papers by our project’s international collaborators, Oili-Helena Ylijoki and Lisa Lucas (with Barbara Read). (For full details of conference presentations, see section on ‘Knowledge Mobilization’ under ‘Presentations.’)

There is very little literature that combines notions of researcher identity, funding, leadership, social justice and challenging times in academe. In studying Canadian academic researchers and inserting the findings into international debates, we make a unique contribution to what Brew and Lucas (2009) call the “scholarship of academic research” (p. 7).

References

Acker, S., & McGinn, M.K. (2021). Fast professors, research funding, and the figured worlds of mid-career Ontario academics. Brock Education Journal. 30(2), 79–98. https://doi.org/10.26522/brocked.v30i2.864

Acker, S., McGinn, M. K., & Campisi, C. (2019). The work of university research administrators: Praxis and professionalization. Journal of Praxis in Higher Education, 1(1), 61–85. https://doi.org/10.47989/kpdc67

Acker, S., & Wagner, A. (2019). Feminist scholars working around the neoliberal university. Gender and Education, 31(1), 62–81 https://doi.org/10.1080/09540253.2017.1296117

Acker, S., Wagner, A., & McGinn, M.K (2018). Research leaders and student collaborators: Insights from Canada. In L. Gornall, B. Thomas, & L. Sweetman (Eds.), Exploring consensual leadership in higher education: Co-operation, collaboration and partnership (pp. 113–128). Bloomsbury Press.

Acker, S., & Ylijoki, O.-H. (2018, July 20). Grant hunting in corporatized universities: Experiences from Canada and Finland. Paper presented at the International Sociological Association Conference, Toronto, ON, Canada.

Acker, S., Ylijoki, O.-H., & McGinn, M. K. (Eds.) (2024). The social production of research: perspectives on funding and gender. Society for Research into Higher Education/Routledge.

Brew, A., & Lucas, L. (2009). Introduction. In A. Brew & L. Lucas (Eds.), Academic research and researchers (pp. 1–12). Open University Press.

Campisi, C., McGinn, M.K., & Acker, S. (2018, May 29). Rock around the clock: Social production in the research policy landscape for social science academics. Paper presented at the Annual Meeting of the Canadian Society for the Study of Higher Education, Regina, SK, Canada.

Karram Stephenson, G., & McGinn, M.K. (2021). Guest editorial: Professors in Canada: Experiences of academic life— A special issue. Brock Education Journal 30(2), 6–11. https://doi.org/10.26522/brocked.v30i2.922

McGinn, M. K., Acker, S., Vander Kloet, M., & Wagner, A. (2019). Dear SSHRC, what do you want? An epistolary narrative of expertise, identity, and time in grant writing. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20(1), Art 8. http://dx.doi.org/10.17169/fqs-20.1.3128

Vander Kloet, M., & Campisi, C. (2023). Becoming legitimate academic subjects: Doing meaningful work in research administration. Journal of Higher Education Policy and Management. Advance online publication. https://doi.org/10.1080/1360080X.2023.2222446

Van der Kloet, M., & Wagner, A. (2022, June 17). Community, responsibility and knowledge production: How racialized faculty members navigate research funding, ethical protocols and institutional knowledge production. Paper presented at the 11th European Feminist Research Conference, Milan, Italy.

Vander Kloet, M., & Wagner, A. (2023, June 13-15). Responsibility, ethics and knowledge: how racialized academic staff in Canada engage in the social production of research with community. Paper presented at the 5th annual Philosophy and Theory of Higher Education Society Conference. Gdansk, Poland.

Vander Kloet, M., & Wagner A. (2023). Accountability, ethics and knowledge production: Racialised academic staff navigating competing expectations in the social production of research with marginalised communities, Higher Education Research & Development. Advance online publication.  https://doi.org/10.1080/07294360.2023.2291058

Wagner, A., & Acker, S. (2024). Women’s research leadership in the academy. In B. Momani & R. Johnstone (Eds.) Glass ceilings and ivory towers: Gender inequality in the Canadian academy. UBC Press.