All posts by disconex

Is there an evaluative turn in SSH? Lamont, Fuller, Stark, Rosental, Marres [Videos]

Today we are sharing a video registration of an exciting panel which took part during our “Science Knowledge Valuation” workshop in March 2017. The debate entitled “Is there an evaluative turn in SSH?” featured Michele Lamont, Steve Fuller, David Stark, Claude Rosental and was chaired by Noortje Marres.

Fun fact: Michele Lamont mentions in the context of the ‘explosion of evaluation practices’ the book ‘The Circle’ by Dave Eggers. The movie based on this novel (starring Tom Hanks) is screening in cinemas now (October 2017). What a fashionable topic valuation is!

Here’s the videos:

Part 1:

Part 2:

[Blog+ video] Johannes Angermuller on “Academic mobility. Preliminary results from the DISCONEX project”

In a collaborative effort between AMIN and the Professional and Academic Discourse research group at the Centre for Applied Linguistics, Johannes Angermuller presented a seminar titled “Academic mobility. Preliminary results from the DISCONEX project” on 16 February 2017. As Principal Investigator of the DISCONEX project, Johannes shared the background information about this ERC-funded project about academic researchers in mainly three countries (UK, France, Germany) and a small pool in USA. The project studies researchers in these countries from both qualitative and quantitative approaches.

Summer of Science Studies. Problems and perspectives in Social Studies of Higher Education

ERC DISCONEX wishes to invite all those interested in current trends in research on Higher Education contexts to our upcoming summer workshop at the University of Warsaw:

Summer of Science Studies. Problems and perspectives in Social Studies of Higher Education

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Presentation of academic CVs online – comparing French and British cases

How are the educational qualifications of scholars presented differently in French and British academia? Aurore Zelazny & Kyoung-Mi Kim, who work as research assistants in DISCONEX, share some observations in this post.

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Our blog is 1 year old! Cadeau – les statistiques!

Dear Readers,
Today is a joyful anniversary – our blog is 1 year old! Our first post appeared on March 14th 2016, and since then we’ve published 11 more which is almost 1 per month.  Want to know more about how ‘Academic wor(l)ds’ fares in term of numbers and stats? Read on…

To celebrate l’anniversaire de notre blog we prepared a little cadeau – a bit of data on how the page is doing in terms of statistics. Perhaps this will be of interest for other science bloggers or academics who are thinking of setting up their own blogs and are wondering what kind of traffic they can expect.

Continue reading Our blog is 1 year old! Cadeau – les statistiques!

Academics like actors? Different stages of academic performance

So this happened back when I was an undergrad Philosophy student.

After our first ever lecture on Heidegger we wandered out into the corridor in a state of stunned amazement – the theory seemed so deep and complex, touching on the most intimate experience of everyday being and yet it was so difficult to grasp… also because the lecturer made a point of quoting the most crucial fragments and concepts in German…

Regardless, we were deeply impressed – both with Heidegger and with our professor who appeared to have read the 800-page “Sein und Zeit” with pleasure, and even understood the oeuvre (apparently, it is all very simple if you read it in the original). When we were already on the doorsteps of the building, lighting our Gauloises cigarettes (mandatory attribute of young philosophers, in case you didn’t know) and exchanging whispers full of reverence, a fellow student approached us, with a strange look on his face.

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A linguist in a roomful of sociologists

I wrote this post thinking about my Phd journey so far. Like many novice researchers, I struggle with finding out who I am in this new world called academia, where everyone ‘speaks funny’ and seems to be able to identify with some expertise in a certain field of knowledge.

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Academic names

Names are important, even more so when you are an aspiring researcher. Marta writes about her experience in academia and identifies three possible ways of dealing with ‘name trouble’.

–So, what’s your name?

–It’s Marta.

–Oh, Magda! I have a friend…

–No, that would be another popular Polish name. But mine is Marta.

–Manga? Well that sounds Japanese!

–No, actually it’s Marta. M-A-R-T-A

–Oh! Ma-ta!

–You know what? Just call me Martha.

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Outsiders and insiders

Belonging to a group is very important to people. Even people who claim to be loners and deliberately live in the most isolated locations would still belong to a family unit, a community and/or a nation. We all seek belonging be it with other people or on a more abstract level, with a school of thought or belief.

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Mapping the field – What makes a professor in linguistics?

Analysing academic worlds is very straight forward – that’s at least what one might think!

There are these researchers doing their research in a particular way depending on their discipline and their research field, working in strong international networks and publishing in journals of global renown. However, once our team started to dig into this we weren’t sure, any longer, if there is only one academic world or rather multiple worlds, depending on the administrative culture and the institutional structure of academia in a particular country. Continue reading Mapping the field – What makes a professor in linguistics?

Why study positioning practices in academia? Voices from DISCONEX project

Science and scientists have been the object of scholarship for some time now. Fields like the philosophy, sociology, or history of science as well as the sociology of intellectuals are all interested in how ideas and scientific discoveries emerge in certain (social, historical, philosophical) contexts. In this post junior researchers of the DISCONEX project explain what inspired them to investigate the curious world of academic researchers.

Continue reading Why study positioning practices in academia? Voices from DISCONEX project