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The Temporal Disciplining of Doctoral Research in the Neoliberal Academy: Winners and Losers in the Timely Completion

The Temporal Disciplining of Doctoral Research in the Neoliberal Academy: Winners and Losers in the Timely Completion
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Author(s): Deanna Grant-Smith (Queensland University of Technology, Australia) and Abbe Winter (Queensland University of Technology, Australia)
Copyright: 2022
Pages: 21
Source title: Policy and Practice Challenges for Equality in Education
Source Author(s)/Editor(s): Theresa Neimann (Oregon State University, USA), Jonathan J. Felix (RMIT University, Vietnam), Elena Shliakhovchuk (National Transport University, Ukraine) and Lynne L. Hindman (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7379-2.ch011

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Abstract

The neoliberal agenda in higher education has led to expectations and targets of market-likeness in student enrolment and completion demographics through the widening participation agenda. However, the reality is that disadvantaged groups such as students with a disability and Indigenous students are still underrepresented, particularly in advanced research degrees. This disadvantage is compounded by the temporal disciplining imposed by bureaucratically-defined completion deadlines. Taking Australia as a paradigmatic case, this chapter explores the temporal disciplining of doctoral research in the broader context of neoTaylorism and the projectification of research. It argues that a care-inspired slowness is needed to counterbalance the harms created by the managerialist push for ‘timely' completion.

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