CRITICAL MASS AND PEDAGOGIC CONTINUITY - STUDIES IN ACADEMIC HABITUS

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.