S. Delamont et al., CRITICAL MASS AND PEDAGOGIC CONTINUITY - STUDIES IN ACADEMIC HABITUS, British journal of sociology of education, 18(4), 1997, pp. 533-549
The paper is based on ethnographic work with doctoral students, their
supervisors and postdoctoral researchers in three contrasting discipli
nes: biochemistry, artificial intelligence and physical geography. It
explores how stability and continuity in scientific disciplines are su
stained through socialisation processes of doctoral research. It ident
ifies the inter-generational transmission of knowledge, skills and ass
umptions within the institutional setting of laboratory or the researc
h group. Working on 'standardised packages' in such social contexts, d
octoral students are enculturated into scientific work. Despite setbac
ks and uncertainties in getting their research to 'work' doctoral stud
ents express faith that their problems are 'doable'. Drawing on these
empirical findings we suggest that these forms of pedagogic continuity
are of more significance in the enculturation of doctoral students an
d the reproduction of scientific knowledge than the presence or absenc
e of a 'critical mass' of active researchers (as has been suggested by
the recent Harris review, of postgraduate education in the UK). We th
erefore suggest that recent UK policy formation that has emphasized th
e notion of critical mass deserves critical scrutiny, and that there i
s need for perspectives more sensitive to disciplinary cultures and de
partmental organization.