Figures in the higher education
landscape
Universities in the Knowledge Economy (UNIKE) Summer School
Porto
29 June – 3 July 2015
A five day doctoral training course with a coherent programme of lectures, discussions and meetings
with students on their individual projects. This is the sixth event in the doctoral training package of the
EU Marie Curie programme UNIKE (Universities in the Knowledge Economy)
Faculty of Psychology and Educational Sciences
University of Porto
Rua Alfredo Allen
4200-135 Porto - PORTUGAL
1
Porto Summer School – 29 June till 3 July 2015
Table of Contents
Introduction........................................................................................................................................................... 3
1
Programme - Agenda of the event ....................................................................................................... 4
2
Abstracts of the sessions and the preparatory readings for students................................................... 7
2.1
Transformation of educational categories in higher education .................................................................7
2.2
Figuration Work: Anthropological explorations into university reform and shifting student figures ........8
2.3
The academic profession in Europe: new tasks and new challenges .........................................................8
2.4
Transforming universities in Europe and the Asia-Pacific Rim – comparative view ...................................9
2.5
Are university managers/administrators people? ....................................................................................10
2.6
Being an academic today ..........................................................................................................................10
2.7
The Learning Question: Governing the Professional Student ...................................................................12
2.8
Aspects of doctoral education: Governing narratives and doctoral education ........................................13
3
Preparations for the UNIKE summer school in Porto.......................................................................... 14
3.1
Fellows’ session: presentation and discussion of pieces of writing: ‘thesis of the thesis’, a chapter or an
article submitted for feedback .................................................................................................................14
3.2
Division of work ........................................................................................................................................15
3.3
Complementary training package: ‘Hands on skills’ training on abstract writing, on the basis of abstracts
students submitted in advance.................................................................................................................15
3.4
Summary of the deadlines ........................................................................................................................15
4
Practical information ......................................................................................................................... 17
4.1
Information about Porto and Portugal .....................................................................................................17
4.2
Weather ....................................................................................................................................................17
4.3
Transport ..................................................................................................................................................17
4.4
Accomodation ...........................................................................................................................................20
4.5
Other facilities...........................................................................................................................................21
4.6
Summer School Venue ..............................................................................................................................21
4.7
Catering during the day ............................................................................................................................23
4.8
Dinners ......................................................................................................................................................24
4.9
Douro valley tour (Saturday, 4th July) .......................................................................................................29
5
Questions .......................................................................................................................................... 30
6
Annexes ............................................................................................................................................. 31
6.1
Rebecca Boden’s text on ‘the thesis of the thesis’ in her e-mail from 1st of March 2015 .......................31
2
Porto Summer School – 29 June till 3 July 2015
Introduction
The Faculty of Psychology and Education Sciences of the University of Porto warmly welcomes all
participants to the 6th “Universities in the Knowledge Economy” (UNIKE) Summer School from Monday
29 June 2015 to Friday 3 July 2015.
UNIKE is a four year collaborative research project funded by the European Commission and involves six
different universities: Aarhus University, ENS Lyon, Ljubljana University, Roehampton University, the
University of Bristol and the University of Porto University. The UNIKE project is training a networked
group of critical researchers aiming to produce original research on the changing roles and scope of
universities in the global knowledge economies, with a focus on Europe and the Asia-Pacific Rim regions.
The theme of the summer school is “Figures in the higher education landscape” and aims at analysing
the transformations of the figure of the manager, academic, student and the university itself. The
rationale is to question to what extent actors are actively involved in negotiating their roles and the
meaning(s) higher education is assuming.
This document summarises the preparation for the UNIKE summer school in Porto, Portugal. It contains
the programme (part 1); the abstract of the sessions and the preparatory readings (part 2); the
preparatory tasks, the division of work and the specific instructions to commentators/discussants of the
papers produced by the fellows and associated fellows, as well as the deadlines for the appointed tasks
(part 3) and the practical information (part 4).
Besides management meetings, social outings, and PhD fellows’ sessions, the summer school will also
comprise sessions on:
(1) Scientific training package: See sessions by different lecturers (see part 2)
(2) Complementary training package: ‘Hands-on skills’ training on abstract writing, on the basis of
abstracts they had submitted in advance (see part 3)
(3) Aspects of doctoral education: Governing narratives and doctoral education (see part 2)
(4) Fellows’ sessions, in which fellows will have the opportunity to present and receive feedback on
a piece of writing (a ‘thesis of the thesis’, a chapter or an article) they submitted in advance (see
part 3)
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Porto Summer School – 29 June till 3 July 2015
1 Programme - Agenda of the event
Figures in the higher education landscape
Programme – 29/06/2015 – 03/07/2015
Monday
29/06
08.45 – 09.00
Welcome.
Session 1
Tea/Coffee
Break
Session 2
09.00-10.45
Fellows’ session (3 x
35 min)
Tuesday
30/06
09.00-10.45
Fellows’ session (3 x
35 min)
Wednesday
01/07
09.00-10.45
Fellows’ session (3 x
35 min)
10.45-11.00
Tea/Coffee Break
10.45-11.00
Tea/Coffee Break
10.45-11.00
Tea/Coffee Break
11.00 -12.15
Transformation of
educational categories
in higher education
Amelia Vega (CIPES)
and Antonio M.
Magalhaes (University
of Porto)
11.00 -12.45
Fellows’ session (3 x
35 min)
11.00 -12.30
Are university
managers/administra
tors people?
Rebecca Boden
(University of
Roehampton) and
Davydd Greenwood
(Cornell University)
4
Thursday
02/07
09.00-10.45
Aspects of doctoral
education: Governing
narratives and doctoral
education
Antonio M. Magalhaes
(University of Porto) and
Corina Balaban (University
of Aarhus)
10.45-11.00
Tea/Coffee Break
11.00-12.45
Board meeting / Fellows’
meeting
Friday
03/07
8.30-10.15
Hands on skills training on
abstract writing
Tiago Neves
(University of Porto)
10.15-10.30
Tea/Coffee Break
10.30-12.00
Hands on
skills
training on
abstract
writing
Tiago
Neves
(University
of Porto)
11.0011.45
Evaluation
and
feedback
from the
internal
evaluator
for the
partners
Saturday
04/07
Optional
programme:
Douro Day –
visit
vineyards
outside
Porto (on
own
expense)
Lunch
break
12.15-13.30
Lunch break with
mentoring sessions
13.30 – 15.15
Fellows’ session (3 x
35 min)
12.45-14.00
Lunch break with
mentoring sessions
14.00-15.45
Fellows’ session (3 x
35 min)
12.30-13.30
Lunch break with
mentoring sessions
13.30-15.15
Fellows’ session ( 3 x
35 min)
Tea/Coffee
Break
15.15 -15.30
15.45-16.30
Longer break
15.15 -15.30
Session 4
15.30 – 16.30
Figuration Work:
Anthropological
explorations into
university reform and
shifting student
figures
Gritt Nielsen
(University of Aarhus)
16.30-17.00
17.00-18.30
Open public session:
The academic
profession in Europe:
new tasks and new
16.30 – 18.00
Open public session:
Transforming
universities in Europe
and the Asia-Pacific
Rim – comparative
view
Ulrich Teichler
(University of Kassel)
18.00-19.30
15.30 – 16.30
Being an academic
today
Joëlle Fanghanel
(University of West
London)
Session 3
Break
Session 5
16.30-17.00
17.00-18.30
Open public session:
The Learning
Question: Governing
the Professional
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Porto Summer School – 29 June till 3 July 2015
12.45-14.00
Lunch break with
mentoring sessions
Afternoon
14.00
Walk Porto
12.00-13.00
Lunch break with
mentoring sessions
13.00 -15.15
Final Plenary Session:
Next meetings and final
conference in
Copenhagen
+ Review of the whole
training
+ Evaluation and feedback
from the internal
evaluator
15.15 End of the summer
school
17.00
Visit cellars Port wine
19.30 Dinner in
Break
Dinner
challenges
Teresa Carvalho
(University of Aveiro)
18.30-19.30
19.30
Dinner
19.30
Dinner
Student
Maarten Simons
(KU Leuven)
18.30-19.30
19.30
Dinner
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Porto Summer School – 29 June till 3 July 2015
Matosinhos for those
staying until Saturday
(at all participants own
expense)
19.30
Dinner
2 Abstracts of the sessions and the preparatory readings for students
This section provides abstracts and readings (in order or appearance) related to the scientific training
sessions prepared by invited speakers and UNIKE partners. All fellows, associated fellows and visiting
PhD students are expected to read the preparatory readings. The preparatory readings will be uploaded
on the UNIKE internal website by 4th May 2015:
Link: http://unike.au.dk/unike-internal-login/unike-workshops/figures-on-the-higher-educationlandscape/
Username: unikeweb
Password: partner123
2.1 Transformation of educational categories in higher education
António M. Magalhães (University of Porto) and Amélia Veiga (CIPES)
Abstract
The meaning higher education is assuming and tends to assume is being hindered by the focus on
political and functional management of the sector. The research agenda on higher education has been
focusing on governance and management of higher education systems and institutions rather than on
education itself. The educational role of higher education ‘deficit of concern’ should be kept at the top
of higher education research agenda.
The modern ideal of education assumed that the exposure of students to knowledge potentially
provided emancipatory and transformational features for the individuals, providing to society better
citizens and specialized workers. Educational concepts are being re-interpreted in the framework of the
establishment of the EHEA and acquiring visibility as the focus on competences is underlying training
and trainability.
The focus on competences and (learning) outcomes has been reconfiguring education in European
higher education. Education policy instruments such as the adoption of the credit system based on the
student workload, the European Qualifications Framework and the description of learning outcomes
induce the reconfiguration of the role attributed to education with major implications on higher
education’s educational categories (e.g. teaching, learning, students, professors, classes, etc.).
Readings
Magalhães, A., & Veiga, A. (2013). What about education in higher education? In L. Smith (Ed.), Higher
Education: Recent Trends, Emerging Issues and Future Outlook (pp. 57-72). New York: Nova Science
Publishers.
Nybom, Torn. (2012). The Disintegration of Higher Education in Europe, 1970-2010: A Post-Humboldtian
Essay. In S. Rothblatt (Ed.), Clark Kerr's World of Higher Education Reaches the 21st century (pp. 163181). Dordrecht: Springer.
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Porto Summer School – 29 June till 3 July 2015
2.2 Figuration Work: Anthropological explorations into university reform and
shifting student figures
Gritt Nielsen (Aarhus University)
Abstract
What role should students take in shaping their education, their university, and the wider society? These
questions have assumed new importance in recent years as universities are reformed to become
competitive in the “global knowledge economy.” With Denmark as the prism, this session will discuss
how negotiations over student participation — influenced by demands for efficiency, flexibility, and
student-centered education — reflect wider concerns about democracy and citizen participation in
increasingly neoliberalised states. We explore my approach (which I’ve called Figuration work) and
discuss the strengths and weaknesses of using anthropological methods for studying processes of
reform.
Readings
Three chapters of my book in press (will be out early July):
Nielsen, G. B. (2015, in press). ‘Introduction’. In Figuration Work. Student Participation, Democracy and
University Reform in a Global Knowledge Economy. New York and Oxford: Berghahn Books. The
EASA series. P. 1-46.
Nielsen, G. B. (2015, in press). ‘Bodies and Voices’. In Figuration Work. Student Participation, Democracy
and University Reform in a Global Knowledge Economy. New York and Oxford: Berghahn Books. The
EASA series. P. 243-286.
Nielsen, G. B. (2015, in press). ‘Entangled Figurations’. In Figuration Work. Student Participation,
Democracy and University Reform in a Global Knowledge Economy. New York and Oxford: Berghahn
Books. The EASA series. P.288-295.
2.3 The academic profession in Europe: new tasks and new challenges
Teresa Carvalho (University of Aveiro)
Abstract
In this communication an interpretation of the recent changes in the academic profession in Europe,
within the context of changes taking place in the higher education system and institutions is presented.
In this interpretation different levels of analysis are developed. The literature of the sociology of
professions is used as a possible framework to interpret the changes, historical and sociological, that
affected teachers in European higher education over the past few years. Three major processes of
change are identified: segmentation, feminisation and commodification. The prospects this group of
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Porto Summer School – 29 June till 3 July 2015
academic actors now face are scrutinised as are the potential consequences for the standing of this
particular group inside academia and in society.
Readings
Carvalho, T. (2012) Shaping the ‘new’ academic profession. Tensions and contradictions in the
professionalisation of academics. In Guy Neave & Alberto Amaral (ed.) Higher Education in Portugal
1974-2009. A Nation, A Generation. pp. 329-352. Dordrecht: Springer Publishers.
Musselin, C. (2013). How peer review empowers the academic profession and university managers:
Changes in relationships between the state, universities and the professoriate. Research Policy,
42(5), 1165-1173.
Höhle, E. and Teichler, U. (2013). The European academic profession or academic profession in Europe?
In Ulrich Teichler and Ester Ava Höhle (Eds.) The work situation of the academic profession in
Europe: Findings of a survey in twelve countries. Dordrech. Springer
2.4 Transforming universities in Europe and the Asia-Pacific Rim – comparative
view
Ulrich Teichler (University of Kassel)
Abstract
Changes of higher education in East Asia tend to be viewed in Europe with a mix of admiration, fear and
critique: “Economic animal”, strong political “guidance”, merciless meritocracy, endless vertical
hierarchy seem to be characteristics in East Asia and to gain momentum to some extent in Europe as
well. This suggests that a comparison of the relationships between higher education and society, of the
links between higher education and the social order, of the institutional fabric and of the modes of
governance between East Asian countries and European countries serves “food for thought” as regards
the changing character of higher education. However, if more attention is paid to individual countries as
well as to the views and activities of the academic profession, a more varied and complex situation is
surfacing. Such an in-depth approach does not call into question that some East Asian countries are
more prone to the paradigm of the “knowledge economy” than some European countries, but calls for
paying attention to a more varied and conflicting reality.
Readings
Cummings, W. K. (2014). Asian Research: The Role of Universities. In Yonezawa, A. et al. (Eds.). Emerging
International Dimensions in East Asian Higher Education Higher Education. Dordrecht: Springer, pp.
35-54.
Marginson, S. (2011). Higher Education in East Asia and Singapore: Rise of the Confucian Model. Higher
Education, 61, 587-611.
Shin, J. C. (2015). Mass Higher Education and Its Challenges for Rapidly Growing East Asian Higher
Education; Conclusion: Lessons from Higher Education Development in East Asia. In Shin, J. C. et al.
(Eds.) Mass Higher Education Development in East Asia: Strategy, Quality, and Challenges. Cham:
Springer, pp. 1-23 and 363-371.
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Porto Summer School – 29 June till 3 July 2015
Teichler, U. (2012). Diversity of Higher Education in Europe and the Findings of a Comparative Study of
the Academic Profession. In Curaj, A. et al. (Eds.). European Higher Education at the Crossroads:
Between the Bologna Process and National Reforms. Dordrecht: Springer, pp. 935-959.
Further Reading
See other articles in the above named books.
2.5 Are university managers/administrators people?
Rebecca Boden (University of Roehampton) and Davydd Greenwood (Cornell University)
Abstract
The session will be conducted in three parts: in the first, there will be a 'structured' conversation
between prof. Greenwood and prof. Boden about issues of university managers/administrators. In this,
they will highlight a variety of issues that will lead into the second part, which is a piece of group work,
with participants in small groups. The participants will be given a short account of a real-life event
(actually to do with UNIKE project) and will be invited to respond to a series of prompting questions to
analyse, explore and interrogate the story. The third part will be a plenary in which there will be a joint
discussion on what small groups thought/talked about.
Readings
News-cutting files with examples from the US and the UK will be given as reading at a later stage.
2.6 Being an academic today
Joëlle Fanghanel (University of West London)
Abstract
In this presentation, I discuss the impact on academics of the forms of governance that have come to
prevail in UK higher education over the past two decades or so, as reliance on state funding has
gradually decreased whilst, at the same time, state control ‘from a distance’ (Neave, 1998 ) has
significantly increased. As the higher education sector has become increasingly marketised – the UK
being particularly ahead of many countries in Europe in this experiment - I will discuss the implications
on practice, and specifically:
-
professionalization of the academic role
-
ranks and visibility of outputs
-
tensions between research and teaching, and exclusion for teaching-only academics
-
the relation with students and the rhetoric of ‘engagement’
In a recently published book (Fanghanel, 2012), I showed that academics do have a degree of agency in
the way they respond to what has been broadly referred to as managerialism (Deem et al, 2007). There
positioning is complex, and not of one piece. I will discuss ways of promoting ways of working in the
academy that lead to alternative forms of engagement with students and practice. Whilst this
perspective frames my argument in a deliberately optimistic light, the view of academics discussed here
10
Porto Summer School – 29 June till 3 July 2015
is not *naïvely* optimistic but rather related to what the French philosopher Alain has called ‘deliberate
optimism’ (un optimisme voulu) (Alain, 1916, p 305) – which implies an engagement in promoting some
purposeful alternative to that which appears to be overwhelming.
Readings
Fanghanel, J. (2012). The Managed Academic. In: Being an Academic. London and New York: Routledge,
pp. 15-30.
Locke, W. (2014) Shifting academic careers: implications for enhancing professionalism in teaching and
supporting learning. The Higher Education Academy, consulted on:
https://http://www.heacademy.ac.uk/node/10079
Further readings
Recommended reading on identity, globalisation and academic work
Ball, S. J. (2000) Performativities and fabrication in the education economy: Towards the performative
society? The Australian Educational Researcher.27(2): 1-24.
Ball, S. J. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy.18215228.
Barnett, R. (2005) Reshaping the university : new relationships between research, scholarship and
teaching Maidenhead: Society for Research into Higher Education and Open University Press.
Barnett, R. (2010) Being a University. New York and London: Routledge.
Barnett, R. & Di Napoli, R. (2008) Changing identities in higher education : voicing perspectives London:
Routledge.
Bennion, A. & Locke, W. (2010) The Early Career Paths and Employment Conditions of the Academic
Profession in 17 Countries. European Review.18(1): 7-33.
Fanghanel, J. (2009) The role of ideology in academics’ conceptions of their discipline. Teaching in
Higher Education. Special Issue: Purposes, Knowledge and Identities.14(5 ): 565-577.
Fanghanel, J. (2012) Being an Academic. London and New York: Routledge.
Fanghanel, J. & Cousin, G. (2012) A 'worldly' pedagogy: a case study on learning across conflict at
university. Teaching in Higher Education.17 (1): 39-50.
King, R. (2004) The University in a Global Age. Basingstoke: Palgrave Macmillan.
King, R., Marginson, S. & Naidoo, R. (eds.) (2013) The Globalization of Higher Education. Cheltenham:
Edward Elgar.
Kreber, C. (ed.) (2009) The University and its Disciplines: Teaching and Learning Within and Beyond
Disciplinary Boundaries. New York and London: Routledge.
Locke, W. (2014) Shifting academic careers: implications for enhancing professionalism in teaching and
supporting learning. https://http://www.heacademy.ac.uk/node/10079
Locke, W. & Bennion, A. (2010) The Changing Academic Profession in the UK and beyond, UUK Research
Report.
Centre
for
Higher
Education
Research
and
Information
(CHERI):
http://www.open.ac.uk/cheri/pages/CHERI-Reports-2010.shtml:
Lucas, L. (2006) The Research Game in Academic Life. Maidenhead: The Society for Research into Higher
Education and Open University Press.
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Porto Summer School – 29 June till 3 July 2015
Musselin, C. (2007) Transformation of Academic Work: Facts and Analysis. In: KOGAN, M. & TEICHLER, U.
(eds.) Key Challenges to the Academic Profession. Paris and Kassel: UNESCO Forum for Higher
Education, Research and Knowledge:175-190.
Musselin, C. (2009) Les réformes des universités en Europe: Des orientations comparables, mais des
déclinaisons nationales. Revue du Mouvement anti-utilitariste dans les sciences sociales:
L’Université en crise. Mort ou résurrection? 3369-91.
Naidoo, R. (2005) Universities in the Marketplace: The Distortion of Teaching and Research. In: Barnett,
R. (ed.) Reshaping the University: New Relationships between Research, Scholarship and Teaching.
Maidenhead: Open University Press and McGraw-Hill Education:27-47.
Palfreyman, D. & Tapper, T. (2014) Reshaping the University: The Rise of the Regulated Market in Higher
Education. Oxford: Oxford University Press.
Skelton, A. (2007) International Perspectives on Teaching Excellence in Higher Education: Improving
knowledge and practice. Abingdon: Routledge.
Trowler, P., Saunders, M. & Bamber, V. (eds.) (2012) Tribes and Territories in the 21st-Century:
Rethinking the significance of disciplines in higher education. London and New York: Routledge.
Whitchurcch, C. (2013) Reconstructing Identities in Higher Education: The Rise of Third Space
Professionals. Abingdon, Oxon: Routledge.
Young, M. F. D. (2008) Bringing Knowledge Back In: From social constructivism to social realism in the
sociology of education. Abingdon: Routledge.
2.7 The Learning Question: Governing the Professional Student
Maarten Simons, KU Leuven
Abstract
In the nineteenth century, the so-called social question became a common and influential way of
framing issues that necessitated particular governmental interventions and the deployment of adequate
technologies to promote social security and socialized freedom. The lecture departs from the thesis that
what emerged during the last two decades is a kind of ‘learning question’. The new framing is no longer
about social normality (and mobility) but about learned competences (and employability). Several
articulations of this shift will be discussed, including the focus on monitoring and feedback devices, the
establishment of reference and exchange frameworks, and different forms of personalization, learning
analytics and algorithmic reasoning. The close description of the emergence of the ‘learning apparatus’
will help to understand why learning in higher education institutions (as well as beyond) is increasingly
accompanied with the concern for acceleration and how the new figure of the (higher education)
student as ‘professional learner’ begins to play a major role. The ultimate objective of the lecture is to
slow down by allowing issues to provoke thinking. But probably slowing down is discomforting for the
fast learning of the professional student.
Readings
Simons, M., Masschelein, J. (2008). The governmentalization of learning and the assemblage of a
learning apparatus. Educational theory, 58(4), 391-415.
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Porto Summer School – 29 June till 3 July 2015
Simons, M. (2014). The learning question: Monitoring, Feedback and Performance Spectacles. In M.
Pereyra & B. Franklin (eds.), Systems of Reason and the Politics of Schooling (pp. 145 -164). New
York: Routledge.
Rose, N. (1999). Powers of Freedom: Reframing Political Thought. Chapter 3: The social (pp. 98-136).
Cambridge: Cambridge University Press.
2.8 Aspects of doctoral education: Governing narratives and doctoral
education
António M. Magalhães (University of Porto) and Corina Balaban (University of Aarhus)
Abstract
The session is divided in 3 parts: the first part looks at the transformations that have been taking place
in doctoral education in Europe since it first came onto the EU agenda; the configuration that doctoral
education has assumed has been diverse and often a result of tensions between EU policies and national
and institutional contexts; this has provided the backdrop for the emergence of the ITN (Initial Training
Network), as the EU idea for doctoral education, and its intersection(s) with existent national ideas for
doctoral education. The second part looks at these developments through the lens of the enactment of
a political 'grammar’ for European higher education governance. Lastly, the third part interprets these
developments through the lens of 'governance' and 'figure,' more specifically by looking at how the
OMC (open method of coordination) has contributed to the creation, in policy at least, of the neo-liberal
worker, seen as a compilation of attributes, skills and experiences which individuals have to market.
Readings
Kehm, B.M. (2007). Quo Vadis Doctoral Education? New European Approaches in the Context of Global
Changes. European Journal of Education, 42(3).
Melin, G. and Janson, K. (2006). What skills and knowledge should a PhD have? Changing preconditions
for PhD education and post doc work.
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Porto Summer School – 29 June till 3 July 2015
3 Preparations for the UNIKE summer school in Porto
3.1 Fellows’ session: presentation and discussion of pieces of writing: ‘thesis of
the thesis’, a chapter or an article submitted for feedback
The aim of this session is to allow fellows, associated fellows and guest PhD students to receive
feedback on a piece of writing they will submit in advance.
The piece of writing can be a chapter of a PhD dissertation, an article, a book chapter or a piece on ‘the
thesis of the thesis’ (see Rebecca Boden’s text on ‘the thesis of the thesis’ in her e-mail from 1st of
March 2015: in annex).
As the texts will be in different forms therefore requiring different types of feedback we will consider
grouping all of the thesis of thesis texts/articles/thesis chapters together in panels.
Fellows should indicate at the beginning of the text the nature of the paper they are submitting. The
length of this piece of work is limited to 6000 words (including notes, but not including references).
The text should be submitted by 30 May 2015 by email to Kathrin Gramsch (kagra@edu.au.dk). Kathrin
will upload all the submissions to the UNIKE internal website for all to download.
During the summer school, every text will be discussed by two discussants (one partner from the ‘pool’
of UNIKE partners and the invited lecturers, and one fellow, associated fellow or guest PhD student).
Each fellow gets 35 minutes in which his or her work is discussed. Fellows can decide individually
whether to make a presentation or not. Those who choose to make a presentation are advised not to
spend more than 5 minutes to the presentation. In case the fellow works with a presentation, the idea is
still to critique the text, not the presentation.
Following a fellow’s presentation, each commentator will have about 5 minutes to comment, focusing
on two main points for discussion, bearing in mind the particular points/issues that the fellow wishes to
be commented on. Commentators should adopt a tone of critical encouragement. The rest of the time
(approx. 10 minutes) can be used to discuss the text in plenum.
As a discussant you will be required to give oral feedback no longer than 5 minutes, following the
fellow's presentation. Discussants are asked to send their written comments to the fellow by 25 June
2015 in any format they find appropriate (track changes, comments option in text, separate document,
etc.). The final allocation of discussants will be distributed once the registration is closed.
14
3.2 Division of work
PhD Fellow
Reviewer 1
(partner)
Reviewer 2
(fellow)
Chair
Note taker
Benedikte
Catherine
Corina
Freya
Janja
Katja
Miguel
Que Anh
Sina
Sintayehu
Tatyana
Vanja
Pavel
Sue
Susan
Rebecca
Maarten
Gritt
Pavel
Rebecca
Roger
Antonio
Susan
Roger
Sina
Freya
Katja
Sintayehu
Miguel
Corina
Vanja
Tatyana
Benedikte
Catherine
Que Anh
Janja
Vanja
Tatyana
Sina
Que Anh
Katja
Janja
Sintayehu
Freya
Corina
Miguel
Catherine
Benedikte
Janja
Sintayehu
Que Anh
Miguel
Sina
Benedikte
Freya
Corina
Katja
Jana
Vanja
Tatyana
NB: Following the closing of the registration visiting PhD students work will be added to the list.
3.3 Complementary training package: ‘Hands-on skills’ training on abstract
writing, on the basis of abstracts students submitted in advance
Tiago Neves (University of Porto)
Abstract
The session will focus on writing abstracts for scientific papers. It will begin by outlining the principles of
abstract writing, including the differences and similarities between writing abstracts for an article, a
conference paper proposal and an academic thesis. This will be the lecture part of the session. In the
second part, the abstracts previously handed in by the students will be analysed and discussed
collectively, in accordance with the aforementioned principles. It is expected that this collective critical
analysis and debate promotes greater knowledge and self-awareness regarding the writing of abstracts
for scientific papers.
Fellows’ preparation
Fellows need to send their papers and abstracts before 1 June 2015 to tiago@fpce.up.pt. Please note
that, when submitting an abstract, you should also submit the piece of work which it represents. The
abstracts should be about ongoing, unpublished research, as this makes the session potentially more
profitable for students.
3.4 Summary of the deadlines
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Porto Summer School – 29 June till 3 July 2015
17 May 2015: Deadline for online registration for the summer school in Porto
(https://docs.google.com/forms/d/1ND5S31io79dvYFK41ObiI4LqekguQT5ShiqCLTiKL8/viewform)
30 May 2015: Deadline for sending in chapter/article/text/thesis of the thesis:
to Kathrin Gramsch (kagra@edu.au.dk)
1 June 2015: Deadline for sending in the abstract:
to Tiago Neves (tiago@fpce.up.pt)
25 June 2015: Deadline for sending feedback on chapter/article/text/thesis of the thesis
to the fellow you were asked to send feedback to (See division of work)
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Porto Summer School – 29 June till 3 July 2015
4 Practical information
4.1 Information about Porto and Portugal
Information on Portugal and on Porto and other cities can easily be found on different websites. Some
examples are:
-
About Portugal: Portugal Tourism Official Portal: https://www.visitportugal.com/en
-
About
Porto:
Porto
Tourism
http://www.visitporto.travel/Visitar/Paginas/default.aspx
-
Lonely Planet Portugal: http://www.lonelyplanet.com/portugal
-
Lonely Planet Porto: http://www.lonelyplanet.com/portugal/the-north/porto
-
Porto European Best Destination 2014: http://www.europeanbestdestinations.com/top/europebest-destinations-2014/
Official
Portal:
4.2 Weather
The weather in Porto in June and July varies between a lower average temperature of 14°C and a higher
average temperature of 25°C.
Weather forecasts for Porto can be found on this url: https://www.ipma.pt/en/index.html
4.3 Transport
4.3.1 Transport from and to the Airport
The Francisco Sá Carneiro Airport is located about 11 km from Porto. Metro do Porto, the metro system
in Porto will bring you easily from the airport to the Ibis Hotel and the summer school venue: FPCEUP.
So, we recommend using the Metro. It is a door to door trip of about 40 minutes.
When arriving look for the Metro do Porto sign:
There is only one line departing from the airport, going in only one direction. It is hard to miss this.
The journey consists of two parts:
-
From the Airport to Trindade: you will need Line E (purple/violet line) in the direction of “Estádio
do Dragão”
o
-
Get off at Trindade and change to the yellow D-line in the direction of “Hospital São
João” (2 levels down)
From Trindade to IPO (Ibis Hotel) or Pólo Universitário (FPCEUP: summer school venue): you will
need Line D (yellow line) in the direction of “Hospital São João”:
o
Get off at either IPO or Pólo Universitário
For more information: http://www.porto-airport.com/transportation.html
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Porto Summer School – 29 June till 3 July 2015
You can buy your ANDANTE ticket from the ticket machines. For the trip from the Airport to IPO or Pólo
Universitário, you need a ticket of 4 zones.
Once you have your ticket, it's important that you validate that ticket before you get on the metro and
each time you change to a different metro. For validating correctly, put your ANDANTE ticket near the
validation machine. If a green light appears, your validation is correct. If a red light appears, your
validation is not correct. Keep your ticket to recharge it for your trip back to the airport.
Another option to travel from the airport to the hotel is a taxi. This will cost you between 20 and 30
euros and will take you about 20 minutes.
4.3.2 Travelling within Porto by metro
The easiest way to get around in Porto is by metro. We recommend using the metro, not only for your
trip from the airport to the hotel, but also from the Ibis-hotel (IPO)/summer school venue (FPCEUP/Pólo
Universitário) to the city centre. The metro runs from 6 AM to 1 AM. The city is connected by 6 lines.
Important lines
-
Line E (Estádio do Dragão – Aeroporto)
 travels to and from Francisco Sá Carneiro Airport and Trindade (city centre)
Line D (Hospital de S. João – Santo Ovídeo)
 travels to and from the Trindade (city centre) and the summer school venue
FPCEUP/ Ibis-hotel (IPO)
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Porto Summer School – 29 June till 3 July 2015
Travel tickets: ANDANTE
As explained in the previous section, the ANDANTE card is the card used for public transport in the Porto
Metropolitan Area. ANDANTE tickets can be purchase from vending machines in each metro station. The
price varies with the number of zones needed. The price for just the paper card without trips is €0,60.
You must be aware of the zone where your journey begins (where you validate your ticket) and the zone
where it ends, in order to choose the right travel ticket. An interactive card can be found here:
http://www.linhandante.com/ocasionais-zonas.asp Click you the zone you start your trip and you can
read what kind of ticket you will need.
Every time you enter the Metro you have to validate your ANDANTE
You will not be able to use your Z4-ticket from the trip from the airport for travelling to the city.
Travelling within Porto is indeed cheaper: you will not need this Z4-ticket during your stay. If you need
another ANDANTE ticket, you will have to buy a new rechargeable Z2-ticket for within the city.
For more information: http://www.metrodoporto.pt/en/
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Porto Summer School – 29 June till 3 July 2015
4.3.3 Travelling within Porto by bus
STCP’s buses provide a public transport service in the metropolitan area of Porto. The day-time service
runs between 05:00 and 00:30 (some lines until 21:00) and night service (lines 1M to 13M) between
01:00 to 05:00. The same ANDANTE ticket is valid for travelling by STCP bus.
For more information or planning a trip: http://www.stcp.pt/en/travel/
4.3.4 Travelling within Porto by taxi
Taxis are available through the city or by phone. This service runs 24 hours a day, all week and its cars
usually take 4 passengers.
Price: check the meter for the cost of the trip and pay at the end. The driver has to give you a receipt by
law.
Phone number: + 351 225 076 400
More information: http://taxisporto.com/
4.3.5
Other ways of exploring the city
Guindais Funicular
More information: http://www.metrodoporto.pt/PageGen.aspx?WMCM_PaginaId=10035
Tram
More information: http://www.portotramcitytour.pt/
Carristour – Yellow Bus Official Sightseeing Tours
More information: http://www.yellowbustours.com/en/cities/oporto/tours/
4.4 Accomodation
4.4.1 Accommodation for UNIKE members, visiting lectures and guest speakers
UNIKE members, visiting lectures and guest speakers will be accommodate in Ibis HOTEL Porto São João.
The organizers kindly ask that participants indicate the dates of arrival to Porto and departure from
Porto on the online registration form (deadline: 17 May 2015) so the organizers can make appropriate
hotel bookings
Registration form: https://docs.google.com/forms/d/1ND5S31io79dvYFK41ObiI4LqekguQT5ShiqCLTiKL8/viewform
Ibis HOTEL Porto São João
Rua Dr Plácido Costa
4200-450 PORTO, Portugal
PORTUGAL
Tel. +351 22 551 3100
Fax. +351 22 551 3101
http://www.accorhotels.com/pt/hotel-3227-ibis-porto-sao-joao/index.shtml
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Porto Summer School – 29 June till 3 July 2015
4.4.2 Non-UNIKE members
Associated partners, associate PhD-fellows and visiting PhD students who wish to stay at the Hotel Ibis
or at the university accommodations should fill in the registration form (link: see above).
The options are:
-
The Ibis hotel: http://www.accorhotels.com/pt/hotel-3227-ibis-porto-sao-joao/index.shtml
-
SASUP: https://sigarra.up.pt/sasup/pt/web_base.gera_pagina?P_pagina=265393
-
SPRU Campanhã: http://www.spru.pt/residence.cfm?langID=EN&rID=pt
Rooms are available at the university residences (SASUP and SPRU) at a cost between €17.50 and €26
per person per night.
Associated partners, associate PhD-fellows and visiting PhD students who wish to stay at the university
accommodations should indicate this on the registration form and contact Luísa Santos
(lsantos@fpce.up.pt).
SASUP
https://sigarra.up.pt/sasup/pt/web_base.gera_pagina?P_pagina=2
65393
Price: 17.50€
SPRU Campanhã
http://www.spru.pt/residence.cfm?langID=PT&rID=pt
Price: 26€
4.5 Other facilities
Shops and supermarket
A supermarket (FROIZ) and other shops can be found in the shopping centre below the Ibis Hotel.
ATM
ATM-machines can be found in the shopping centre.
4.6 Summer School Venue
The summer school will be hosted at the University of Porto, in the Faculty of Psychology and
Educational Sciences (Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto FPCEUP).
The address is: Rua Alfredo Allen - 4200-135 Porto – Phone: +351 226 079 700
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Porto Summer School – 29 June till 3 July 2015
The walk from Hotel Ibis to the FPCEUP is easy and short. It takes about 10 minutes. From the Ibis hotel,
follow the metro tracks and turn left in Rua Alfredo Allen. Walk untill the end of the street. When you
see the sign of the metro stop “Pólo Universitário”, the Faculty of Psychology and Educational Sciences
is at the other side of the street (right hand side).
Wifi-connection
The Faculty of Psychology and Educational Sciences (FPCEUP) provides a free WIFI-connection for the
Porto Summer School. Passwords will be communicated before 29 June 2015.
Rooms within the faculty
The Porto Summer School will take place at the following locations:
- room 250 (2nd floor): main venue, used for panels and fellows’ sessions
-
rooms 252 and 253 (2nd floor): used as extra breakout rooms
-
Auditorium 1 (1st floor): for the open public sessions
-
Room 143 (1st floor): lunch, meetings, …
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Porto Summer School – 29 June till 3 July 2015
First floor (FPCEUP)
Second floor (FPCEUP)
↑↑
Entrance
↑
↑
↑←←← Polo Universitario
4.7 Catering during the day
The contribution for non-UNIKE fellows (associated and visiting PhD-students) is €120. The registration
fee includes Summer School materials, coffee breaks and lunches.
Payment (only for associated and visiting PhD-students)
Payments are to be made by bank transfer to:
Faculdade de Psicologia e de Ciências da Educação da Universidade
Porto BANK: IGCP IBAN: 0781 0112 0112001216135
SWIFT CODE: IGCPPTPL
Please state the name(s) of the participants(s) clearly on all payments.
IMPORTANT NOTE Payments must be made before arrival. To complete your registration, please do the
bank transference and send us the payment confirmation (to Luísa Santos lsantos@fpce.up.pt). Bank
and transfer charges are the responsibility of the participant.
Cancellation and refund policy Cancellations must be done in writing (e-mail). 75% of the registration
fee will be refunded for cancellations received before 6 June 2015. After 6 June 2015 no refund will be
made. All refunds will be processed after the conference.
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Porto Summer School – 29 June till 3 July 2015
4.8 Dinners
The dinners from Monday 29 June until Thursday 2 July 2015 are covered by the project for UNIKEmembers, visiting lecturers and guest speakers.
Associated fellows and visiting PhDs need to register for dinner(s) on the online registration form and
have to pay for themselves on the spot. Dinners will cost around €15 each.
The dinner on Friday 3 July 2015 is NOT covered by the project. and all participants (UNIKE members,
visiting lecturers, guest speakers, associated fellows and guest PhD students) must register for dinner in
the online registration form and pay for themselves on the spot.
All chosen restaurants are easily to be reached by metro or within walking distance. You will be given an
ANDANTE card for the necessary trips by metro.
In case you would rather not want to look for restaurants by yourself, the local organizers will arrange
that one person of the local organising team will wait for you in front of the hotel and accompany you to
the restaurant. The provisional times of departure from Ibis hotel are:
-
Monday 29 June: 19:00
Tuesday 30 June: 18:45
Wednesday 1 July: 19.00
Thursday 2 July: we leave at 14:00 for the Porto walk
Friday 3 July: no transport is arranged for now
Please note any changes related to restaurants and/or times will be announced before the start of the
first session in the morning.
For more details concerning the chosen restaurants and the transport please see below:
4.8.1
Dinner on Monday 29 June 2015
Address:
Monte Aventino
Rua do Monte Aventino
4350 - 233 Porto
http://www.restaurantemonteaventino.pt/
transport / leaving from Ibis hotel
journey time: 23 min
at 19:00 in the lobby of the Ibis hotel
Dinner time:
At 19:30
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Porto Summer School – 29 June till 3 July 2015
Map of transport
4.8.2
Dinner on Tuesday 30 June 2015
Address:
Ar de Rio
Avenida Diogo Leite, 5
4400 Vila Nova de Gaia
http://www.arderio.pt/
Transport / leaving from Ibis hotel
Journey time: 35min
at 18:45 in the lobby of the Ibis hotel
Dinner time:
At 19:30
Map of transport
You will be given an ANDANTE card for these trips by metro.
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Porto Summer School – 29 June till 3 July 2015
4.8.3
Dinner on Wednesday 1 July 2015
Address:
Flor de Paranhos
Rua Igreja de Paranhos, 162
Porto
transport / leaving from Ibis hotel
walking time: 18 min
at 19:00 in the lobby of the Ibis hotel
Dinner time:
At 19:30
Map of transport
This is easily reachable by foot.
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Porto Summer School – 29 June till 3 July 2015
4.8.4
Dinner on Thursday 2 July 2015
Address:
Douro Marina
Afurada
Rua da Praia
Vila Nova de Gaia
Map of transport
This will be arranged in accordance with the transport of the social activity on Thursday afternoon.
4.8.5
Friday dinner in Matosinhos
For those staying for the Douro tour or having flights on Saturday, on Friday evening a dinner will be
organised in Matosinhos (costs to be covered by all, UNIKE and non-UNIKE, participants).
Dinner will start at 20.00 in O Valentim (http://ovalentim.com/?page=sobrenos ). Average price of a
dinner is 20-25 EUR (as stated on the restaurant’s webpage).
Address:
O Valentim
Rua Heróis de França
263 4450-158 Matosinhos
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Porto Summer School – 29 June till 3 July 2015
Transport / leaving from Ibis hotel
We would recommend taking a taxi in smaller groups, as the price would be around 15 EUR. If you are
taking a taxi the address of the restaurant is:
O Valentim. M. Rua Heróis de França, 263 4450-158 Matosinhos.
If you are taking the metro, you need to take a metro at your IBIS hotel to Trinidade. From Trinidade
take the blue A line in the direction of Senhor de Matosinhos. You need to get off at the metro stop
Matosinhos Sul. From there it is 800 meters walk to the Restaurant. (see map below)
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Porto Summer School – 29 June till 3 July 2015
4.9 Douro valley tour (Saturday, 4th July)
Douro valley is one of the oldest wine regions in the world with a unique landscape built in a particular
way to grow wine on steep slopes of the valley and particular flavours to its wines. The Douro valley has
been recognised by UNESCO as a World Heritage Site. You can read the justification here:
http://whc.unesco.org/en/list/1046 . For more information on Douro Valley see:
http://www.dourovalley.eu/en/ .
The visit to the Douro Valley will be organised by a tourist agency in cooperation with the Summer
School organisation team.
The visit will take place on Saturday (4th July 2015). The visit will take a full day ending with a late
evening return to Porto on Saturday. This means that if you want to join the tour you should book your
flights back for Sunday rather than Saturday.
Furthermore, when you register for the Porto Summer School you should indicate that you want the
booking at the hotel to be made until Saturday if you want us to arrange that for you.
The costs of the visit to Douro and the additional night at the hotel are to be covered by the participants
(both UNIKE and non-UNIKE). The costs of the trip will be around 95 EUR and will include a trip to and
back from Douro, lunch and a visit to a vineyard and vinery in Douro.
Full details on the tour as well as instructions on how to register for the tour will be sent out shortly.
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Porto Summer School – 29 June till 3 July 2015
5 Questions
In case you have any questions concerning the practical organisation (part 4), please address Helena
Barbieri: barbieri@fpce.up.pt
In case you have any questions concerning the content of the summer school (parts 1-3), please address
Jana Bacevic: jaba@edu.au.dk
We hope to welcome you all soon in Porto !
30
6 Annexes
6.1 Rebecca Boden’s text on ‘the thesis of the thesis’ in her e-mail from 1st of
March 2015
The thesis of the thesis.....
Definition of thesis in English:
noun (plural theses ˈθiːsiːz)
1 A statement or theory that is put forward as a premise to be maintained or proved: his central
thesis is that psychological life is not part of the material world
1.1 (In Hegelian philosophy) a proposition forming the first stage in the process of dialectical
reasoning. Compare with antithesis, synthesis.
2 A long essay or dissertation involving personal research, written by a candidate for a university
degree: a doctoral thesis
(Oxford Dictionaries Online)
Putting these definitions together, we might see the thesis of the thesis strictly as the ‘premise’ or
‘proposition’ that is going to be reasoned out in the ‘long essay or dissertation involving personal
research, written by a candidate for a university degree’. Put more simply, let’s think of it as the line of
argumentation that you’ll pursue in this mighty beast you’re struggling with called your thesis.
Why do I need a line of argument?
In a general sense (and usually in the regulations in UK universities) a PhD has to be an original
contribution to knowledge.
Original = the candidate did it and it’s not been done before, or at least not in that way.
Contribution = it’s not the be-all and end-all of the subject, but it’s a brick in the knowledge wall
of sufficient loveliness and worth to represent around three years full time work by someone
quite clever. Moreover, it’s implicit here that what you present is worth knowing about – your
work passes the ‘so what?’ test.
Knowledge = well, epistemologically speaking, for academic researchers knowledge is a lot more
than data or stories. Knowledge takes those data and stories and uses concepts and theories to
develop deeper understandings.
So, what you write has to be worth knowing and contribute in a significant way to understandings.
That’s not to say that your thesis must be the answer to Life, the Universe and Everything (apologies to
Douglas Adams) – because it can’t. But it needs to be original, rigorous and of significance (which,
incidentally, are the UK REF criteria for judging publications).
You can’t really do that by dumping a load of data, random thoughts, musings on other people’s work
etc down on paper and handing it in. In the social sciences, thesis work generally consists of biting off a
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Porto Summer School – 29 June till 3 July 2015
large chunk of some important/significant issue, chewing very hard with the aid of some concepts and
theories and, when it’s digested, presenting an original contribution to knowledge. That is, every thesis
needs a thesis –a line of argumentation.
What’s a line of argument look like?
You might like to think of it as in several stages, such as
 What’s bugging you? What is happening out there in the world that perhaps needs a bit of a
closer look because we might benefit from understanding more about that?
 What questions can you ask of that thing that’s bugging you that will help you tease and test
new knowledge out of your work? If you were a positivist this might be a formal hypothesis, but
most social scientists think in terms of research questions. I think that this is akin to Antonio’s
‘problematique’.
 What’s the public story so far about this problematique? How much work has already been
done that answers some part of the questions? Where do existing literature/other
understandings take us? Some people call this a literature review – a term I hate because it
implies that the student’s job is to simply survey all the literature and write about it. In fact, the
student needs to make the literature work for them in the thesis, demonstrating the extent to
which it helps or doesn’t in addressing the problematique. This use of the literature serves two
purposes: it moves the argument on (we understand this...we don’t understand that etc etc)
and also demonstrates that the student’s research is an original contribution to knowledge –
marking a distinction between what others have done and the thesis.
 Contributing to understandings involves having some kind of conceptualisations or useful
theories to act as a lens through which you can focus on the problematique. Most students
derive this from a dialogue with/interrogation of the existing literature – the second role that
previous research plays.
 That leaves the issue of what empirical data etc needs to be acquired and how it is going to be
analysed in order to complete the tackling of the problematique. That is, the methodology.
Important here is to explain how theories/conceptualisations will be used as a lens.
 Then there is the real meat (sorry Sue) of the thesis: the findings and analysis.
 And finally, a return to the original questions and an explication as to what understandings you
have shed upon them.
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Porto Summer School – 29 June till 3 July 2015
How does this fit into my thesis structure?
Metaphor time. Here is a photo of a completed PhD thesis.
The clasp of a string of pearls has two parts which fit together tightly and safely. One half of the clasp is
the introduction, in which you set out what’s bugging you, what your questions are and, in describing
what is to follow (the purpose of an introduction), you set out the thesis of your thesis.
The pearls are the chapters. Probably not as many chapters as in the photo though. Each chapter should
be beautiful, polished and sit in a very complementary manner with its neighbours. My visual metaphor
falls down here because, in a thesis, the pearls half way along the string are probably bigger than the
ones at the beginning and the end. These chapters take you through the public story so far, the theory,
the methodology and the substantive material of your work.
The second part of the clasp is the final chapter – where you return to your problematique, your
questions, and demonstrate how you have travelled full circle and developed new understandings. The
two halves of the clasp fit together perfectly.
That leaves the actual string of course – the thread that runs through all the pearls and ties the clasp in.
That’s your line of argument, and everything else hangs off of it and it connects everything, driving the
thesis along.
So, in writing about the thesis of the thesis, you might set out how you see that journey from the
formulation of the problematique to new understandings progressing. And of course, at this stage, some
of it will be tentative and uncertain. But I find with my students that this can be a useful exercise
because: it helps to develop an overview of the thesis as a single body of work, making it less scary;
ensures that there is an argument (although this is in constant development, of course), and; enables
one to foresee possible problems and pitfalls. It’s also, helpfully, something that can fit usefully into a
first chapter – setting out what the thesis is about and where it goes and why.
In one sense, it might be thought of as an extended abstract of the thesis itself. And of course, as with
all pieces of writing like this, its main use is in helping you to formulate and express your ideas and work
so that you can reflect on it and share it with others for feedback. I think it’s good to keep the thesis of
thesis quite short or you start to get into making the argument/writing the thesis itself – so I reckon
around 3000 words is a good upper limit.
Rebecca Boden
1 March 2015
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