The Context of this Study

My research has been conducted with the participation of business and management doctoral students, all at varying stages of either part-time or full-time study. By the end of my data collection period all twelve research participants involved in this study were also working as academics within the same or similar environments. As such, all participants at the time of this study are described as having been engaged (as student, employee or both) within the UK higher education environment. It is worth briefly noting that this is with the exception of one participant who announced towards the end of my data collection period the move of his employment and study to a French university. I maintain that from my social constructionist perspective, the UK higher education context has necessarily influenced my participants’ experiences and thus their contributions to this study. The purpose of my research is not to generalise my findings across other contexts, but to identify participant reflexivity within this specific set of structural and societal circumstances.

Changes to higher education and the role of academics have been the focus of discussion over recent years (Brew et al., 2011). These changes, according to Brew et al., have resulted in academics being required by their institutions to take on greater responsibilities for the administration and management of students and courses. McInnis (1999) argues that these greater responsibilities have placed increased pressures on the workloads of academics.

18

The changes that have taken place specifically in UK higher education are identified by some (Rolfe, 2013; Mills et al., 2014; and Mills & Lee, 2015) as being associated with labour process and ‘new managerialism’. The changing nature of the role and careers of academics and work intensification have been at the forefront of these discussions. Mills et al. (2014), claim that many leaders of so called ‘new universities’ (post-1992 universities) have endeavoured to adopt approaches to organisational strategy that have sought to optimise revenue in their efforts to become more competitive within the UK and global higher education markets. These efforts are essentially directed at optimising income generating opportunities by means of: the raising of student fees; increasing particularly overseas student numbers; and Government and other sources of funding for research and consultancy. All of which go hand in hand with raising the profile of university activities connected with research and teaching capabilities. Rolfe (2013) maintains that these changes are not solely attributable to the new university environment and contends that work intensification of academic employees is a growing feature across all modern academia.

1.4.2 - Doctoral Student Experiences

At the beginning of my data collection period, three of the twelve doctoral students involved in this study were following full-time programmes whilst nine were following part-time programmes.

The Higher Education Academy’s (HEA’s) Postgraduate Research Experience Survey (PRES) conducted by Turner in 2015, focused on ‘the student journey as a researcher’ (p.4). The research students involved in Turner’s study included those following traditional

19

doctorates, professional doctorates, MPhil and Masters by Research courses. The areas at the centre of her research included:

 relationships between students and their supervisors and supervisor knowledge;

 the responsibilities of both students and supervisors;

 resources available to students;

 efforts by institutions to develop student research skills;

 the development of research communities and culture;

 support with professional development; and

 student progress and assessment.

This heavy focus on students’ experiences of particularly their programmes of study and enrolment institutions arguably did not allow student concerns with influences from outside of these parameters to be considered.

Promisingly, Turner’s research found that 82% of the students involved were satisfied with their research programmes. It is, however, worth noting that although completion of this PRES study included 41% of UK research students, over 80% of these were following full- time studies. Even so, the PRES survey findings did suggest that part-time students felt they were at a disadvantage in relation to the development opportunities available to them and lacked confidence in completing their studies when they were moving towards the end of their programmes. This is reflective of the suggestion by Smith (2012) that the

experiences of full-time and part-time doctoral students differ in as much those following part-time programmes are often faced with the juggling of competing priorities including

20

their studies, work and other responsibilities - whereas full-time doctoral students are often able to prioritise their studies over other parts of their lives.

1.4.3 - Relevance of the above to My Research

Rather than the focus of my research being on the experiences of research participants in their doctoral studies, my research is particularly concerned with the influence of emotion on the reflexivity included in their reflections. This said, I contend that the changing nature of UK academia and the PRES study’s findings relating to the experiences of research students, are considered a useful contextual backdrop. The students involved in my study were asked to share with me their reflections of their experiences of doctoral studies and associated influences. It therefore should come as no surprise that at the forefront of many reflections were their interactions and relationships with supervisors (and others), and the pressures felt by some regarding the workload expectations of their employing academic institutions.

1.4.4 - Existing Reflection and Reflexivity Research based within the context of Management Education

Reflection and reflective learning has featured in management education research for decades, as exemplified in the work of Argyris and Schoen (1978), Kolb (1984) and Mezirow (1991). Issues have been identified, however, relating to the apparent lack of a critically reflective stance evident within organisation and management studies (Vince,

21

Hibbert, 2012). Additionally, Elliot (2008), Vince (2010) and Hibbert (2012) have highlighted considerations of emotion as often missing from much mainstream management education research. Whilst not directly relevant to my research aim and objectives, I acknowledge in section 2.4.13, the important contributions these theorists have made in the areas of critical reflection, reflexivity and emotion within management education. I posit that my research goes some way to extending existing research by prioritising the influence of emotion within reflexive management development.