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Compare, Contrast, Converge? A Biography Of The Demographic Review Of The Social Sciences (2006)

机译：比较，对比，融合？社会科学人口统计学传记（2006年）

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摘要

What influence does higher education policy research have on the shape of the academic fields it aims to support? This paper describes the generation and use of policy knowledge about the UK social sciences. It focuses on one case with which the author was closely involved: the Economic and Social Research Council's (ESRC) Demographic Review of the Social Sciences (Mills et al., 2006) that sought to address policy concerns about the age and nationality profiles of academic staff. Over the last decade there has been a significant growth in the quality and quantity of demographic and statistical data about staff working in UK higher education. Such data (and particularly that generated by the Research Assessment Exercise (RAE) process) increasingly informs institutional and research funding strategies. The Review analysed and developed these data to compare more than a dozen different social science fields. Partly in order to generate 'answers' (or justify decisions) about the disciplinary allocation of doctoral studentships, the Review's comparisons simplified and homogenised the complexity of academic practice across these fields. By presuming that different fields of academic practice can be contrasted and compared, research policy 'frames' the social sciences in a way that increasingly seems to promote institutional convergence. The Review might be seen as reproducing the challenges it had set out to tackle. The 2006 Demographic Review is the latest in a stream of policy reports mapping the social sciences in the UK since the Second World War. In several cases, these policy representations, and their accompanying funding implications, have reshaped the social sciences in their own image. Placing the commissioning, writing and reception of the Demographic Review into a history of such documents, the paper explores the relationship between complexity, comparison and convergence.
机译：高等教育政策研究对其旨在支持的学术领域的形态有什么影响？本文介绍了有关英国社会科学的政策知识的产生和使用。它关注的是作者密切参与的一个案例：经济及社会研究理事会（ESRC）的《社会科学人口统计学评论》（Mills等，2006），旨在解决有关学者年龄和国籍的政策关注员工。在过去的十年中，有关在英国高等教育中工作的人员的人口统计和统计数据的数量和质量都有了显着增长。此类数据（尤其是由研究评估练习（RAE）流程生成的数据）越来越多地为机构和研究资助策略提供信息。该评论分析并开发了这些数据，以比较十多个不同的社会科学领域。部分目的是为了产生有关博士生学科分配的“答案”（或证明决策是合理的），本综述的比较简化了这些领域的学术实践并使之复杂化。通过假设可以比较和比较学术实践的不同领域，研究政策以越来越似乎促进机构融合的方式“构架”社会科学。审查可能被视为重现了它要解决的挑战。自第二次世界大战以来，《 2006年人口统计回顾》是一系列政策报告中最新的一次，该报告描绘了英国的社会科学。在某些情况下，这些政策代表及其伴随的资金影响以其自身的形象重塑了社会科学。通过将“人口统计评论”的调试，撰写和接收放到此类文档的历史中，本文探讨了复杂性，比较性和趋同性之间的关系。

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  • 来源
    《Society》 |2008年第3期|p.263-278|共16页
  • 作者

    David Mills;

  • 作者单位

    Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;
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