Isomorphic tensions and anxiety in UK social science doctoral provision

References

• Bagilhole, Barbara, and Kate White. 2008. “Towards a Gendered Skills Analysis of Senior Management Positions in UK and Australian Universities.” Tertiary Education and Management 14 (1): 1–12. doi:10.1080/13583880701814124.
   Google Scholar
• Bao, Yanhua, Barbara M. Kehm, and Yonghong Ma. 2018. “From Product to Process. The Reform of Doctoral Education in Europe and China.” Studies in Higher Education 43 (3): 524–541. doi:10.1080/03075079.2016.1182481.
   Web of Science ®Google Scholar
• Benavot, Aaron, Yun-Kyung Cha, David Kamens, John Meyer, and Suk-Ying Wong. 1991. “Knowledge for the Masses: World Models and National Curricula, 1920–1986.” American Sociological Review 56 (1): 85–100. doi:10.2307/2095675.
   Web of Science ®Google Scholar
• Bloch, Roland, and Alexander Mitterle. 2017. “On Stratification in Changing Higher Education: The “Analysis of Status” Revisited.” Higher Education 73 (6): 929–946. doi:10.1007/s10734-017-0113-5.
   Web of Science ®Google Scholar
• Boliver, Vikki. 2015. “Are There Distinctive Clusters of Higher and Lower Status Universities in the UK?” Oxford Review of Education October: 1–20. https://doi.org/10.1080/03054985.2015.1082905.
   Google Scholar
• Brown, Kara D., and Doyle Stevick. 2014. “The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism?” Peabody Journal of Education 89 (1): 4–16. doi:10.1080/0161956X.2014.862134.
   Google Scholar
• Budd, Richard, Catherine O’Connell, Tingting Yuan, and Olga Ververi. 2018. The DTC Effect: ESRC Doctoral Training Centres and the UK Social Science Doctoral Training Landscape. Liverpool: Liverpool Hope University Press.
   Google Scholar
• Burke, Lindsey M. 2016. “Avoiding the “Inexorable Push Toward Homogenization” in School Choice: Education Savings Accounts as Hedges Against Institutional Isomorphism.” Journal of School Choice 10 (4): 560–578. doi:10.1080/15582159.2016.1238331.
   Google Scholar
• Cardona Mejía, Liliana María, Manuela Pardo del Val, and Àngels Dasí Coscollar. 2020. “The Institutional Isomorphism in the Context of Organizational Changes in Higher Education Institutions.” International Journal of Research in Education and Science 6 (1): 61. doi:10.46328/ijres.v6i1.639.
   Google Scholar
• Cardoso, Sónia, Sandra Santos, Sara Diogo, Diana Soares, and Teresa Carvalho. 2022. “The Transformation of Doctoral Education: A Systematic Literature Review.” Higher Education 84 (4): 885–908. doi:10.1007/s10734-021-00805-5.
   Web of Science ®Google Scholar
• Christensen, Kirsti Koch. 2005. Doctoral programmes for the European knowledge society. Salzburg: European University Association.
   Google Scholar
• Corby, S., and P. L. Latreille. 2012. “Employment Tribunals and the Civil Courts: Isomorphism Exemplified.” Industrial Law Journal 41 (4): 387–406. doi:10.1093/indlaw/dws034.
   Google Scholar
• Croucher, Gwilym, and Peter Woelert. 2016. “Institutional Isomorphism and the Creation of the Unified National System of Higher Education in Australia: An Empirical Analysis.” Higher Education 71 (4): 439–453. doi:10.1007/s10734-015-9914-6.
   Web of Science ®Google Scholar
• Deem, Rosemary. 2022. “On Doctoral (in)Visibility and Reframing the Doctorate for the Twenty-First Century.” European Journal of Higher Education August: 1–20. https://doi.org/10.1080/21568235.2022.2105370.
   Google Scholar
• Deem, Rosemary, Sally Barnes, and Gill Clarke. 2015. “Social Science Doctoral Training Policies and Institutional Responses: Three Narrative Perspectives on Recent Developments in and Consequences of the UK Transition to Collaborative Doctoral Training.” In Universities in Transition: Shifting Institutional and Organisational Boundaries, edited by Emanuela Reale, and Emilia Primeri, 137–162. Rotterdam: Sense.
   Google Scholar
• Deem, Rosemary, and Shane Dowle. 2020. “The UK Doctorate: History, Features and Challenges.” In Trends and Issues in Doctoral Education: A Global Perspective, 1st ed., edited by Rosemary Deem and Shane Dowle, 152–178. SAGE Studies in Higher Education. Thousand Oaks: SAGE Publications.
   Google Scholar
• Delamont, Sara, Paul Atkinson, and Odette Parry. 1997. “Critical Mass and Doctoral Research: Reflections on the Harris Report.” Studies in Higher Education 22 (3): 319–331. doi:10.1080/03075079712331380926.
   Web of Science ®Google Scholar
• DiMaggio, Paul J., and Walter W. Powell. 1983. “The Iron Cage Revisited: Institutional Ismorphism and Colective Rationality in Organizational Fields.” American Sociological Review 48 (2): 147–160. doi:10.2307/2095101.
   Web of Science ®Google Scholar
• Doherty, Liz, and Simonetta Manfredi. 2006. “Women’s Progression to Senior Positions in English Universities.” Edited by Liz Doherty. Employee Relations 28 (6): 553–572. doi:10.1108/01425450610704498.
   Google Scholar
• Elliott, Victoria. 2018. “Thinking about the Coding Process in Qualitative Data Analysis.” 13.
   Google Scholar
• ESRC. 2010. Institutions, Outlets and Advanced Courses Approved for the Receipt of ESRC Studentships Until 2010. Swindon: Economic and Social Research Council. http://www.abdn.ac.uk.
   Google Scholar
• ESRC. 2011. Pathways to Excellence: ESRC Postgraduate Training Framework Introduction. Swindon: ESRC. https://esrc.ukri.org/files/skills-and-careers/studentships/pathways-to-excellence-background-to-the-new-postgraduate-training-framework/.
   Google Scholar
• ESRC. 2021a. “Doctoral Training Centres.” UK Research and Innovation (UKRI). 2021. https://esrc.ukri.org/skills-and-careers/doctoral-training/doctoral-training-centres/.
   Google Scholar
• ESRC. 2021b. “Doctoral Training Partnerships.” UK Research and Innovation (UKRI). 2021. https://esrc.ukri.org/skills-and-careers/doctoral-training/doctoral-training-partnerships/.
   Google Scholar
• Evans, Ceryn, Gareth Rees, Chris Taylor, and Caroline Wright. 2019. “‘Widening Access’ to Higher Education: The Reproduction of University Hierarchies Through Policy Enactment.” Journal of Education Policy 34 (1): 101–116. doi:10.1080/02680939.2017.1390165.
   Web of Science ®Google Scholar
• Goldstone, Ross, and Jingwen Zhang. 2022. “Postgraduate Research Students’ Experiences of the COVID-19 Pandemic and Student-Led Policy Solutions.” Educational Review 74 (3): 422–443. doi:10.1080/00131911.2021.1974348.
   Web of Science ®Google Scholar
• Hall, Peter A., and Rosemary C. R. Taylor. 1996. “Political Science and the Three New Institutionalisms.” Political Studies 44: 936–957. doi:10.1111/j.1467-9248.1996.tb00343.x.
   Web of Science ®Google Scholar
• Harrison, John, Darren P. Smith, and Chloe Kinton. 2016. “New Institutional Geographies of Higher Education: The Rise of Transregional University Alliances.” Environment and Planning A: Economy and Space 48 (5): 910–936. doi:10.1177/0308518X15619175.
   Web of Science ®Google Scholar
• Helgetun, Jo B., and Xavier Dumay. 2021. “From Scholar to Craftsperson? Constructing an Accountable Teacher Education Environment in England 1976–2019.” European Journal of Teacher Education 44 (1): 80–95. doi:10.1080/02619768.2020.1832986.
   Web of Science ®Google Scholar
• Hicks, Diana. 2012. “Performance-Based University Research Funding Systems.” Research Policy 41 (2): 251–261. doi:10.1016/j.respol.2011.09.007.
   Web of Science ®Google Scholar
• Hoffman, Andrew J. 1999. “Institutional Evolution and Change: Environmentalism and the U.S. Chemical Industry.” Academy of Management Journal 42 (4): 351371. doi:10.2307/257008.
   Web of Science ®Google Scholar
• Hüther, Otto, and Georg Krücken. 2016. “Nested Organizational Fields: Isomorphism and Differentiation among European Universities.” Research on the Sociology of Organisations 46: 53–83. doi:10.1108/S0733-558X20160000046003.
   Google Scholar
• Ivancheva, Mariya, Kathleen Lynch, and Kathryn Keating. 2019. “Precarity, Gender and Care in the Neoliberal Academy.” Gender, Work & Organization 26 (4): 448–462. doi:10.1111/gwao.12350.
   Web of Science ®Google Scholar
• Jones, Michael. 2018. “Contemporary Trends in Professional Doctorates.” Studies in Higher Education 43 (5): 814–825. doi:10.1080/03075079.2018.1438095.
   Web of Science ®Google Scholar
• Kelly, Anthony. 2016. “Funding in English Universities and Its Relationship to the Research Excellence Framework.” British Educational Research Journal 42 (4): 665–681. doi:10.1002/berj.3229.
   Web of Science ®Google Scholar
• Kondra, Alex Z., and Deborah C. Hurst. 2009. “Institutional Processes of Organizational Culture.” Culture and Organization 15 (1): 39–58. doi:10.1080/14759550802709541.
   Web of Science ®Google Scholar
• Kot, Felly Chiteng, and Darwin D. Hendel. 2012. “Emergence and Growth of Professional Doctorates in the United States, United Kingdom, Canada and Australia: A Comparative Analysis.” Studies in Higher Education 37 (3): 345–364. doi:10.1080/03075079.2010.516356.
   Web of Science ®Google Scholar
• Kovačević, Melita, Alexandra Bitušíková, and Tamara Dagen. 2022. “Emergence of Current European Thinking and Policies on Doctoral Education.” European Journal of Education 57 (3): 381–394. doi:10.1111/ejed.12515.
   Web of Science ®Google Scholar
• Krücken, Georg. 2003. “Mission Impossible? Institutional Barriers to the Diffusion of the “third Academic Mission” at German Universities.” International Journal of Technology Management 25 (1/2): 18–33. doi:10.1504/IJTM.2003.003087.
   Web of Science ®Google Scholar
• LeTendre, Gerald K., David P. Baker, Motoko Akiba, Brian Goesling, and Alex Wiseman. 2001. “Teachers’ Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan.” Educational Researcher 30 (6): 3–15. doi:10.3102/0013189X030006003.
   Google Scholar
• Lunt, Ingrid, Lynn McAlpine, and David Mills. 2014. “Lively Bureaucracy? The ESRC’s Doctoral Training Centres and UK Universities.” Oxford Review of Education 40 (2): 151–169. doi:10.1080/03054985.2013.862167.
   Web of Science ®Google Scholar
• Luthra, Renee Reichl. 2021. “Mitigating the Hostile Environment: The Role of the Workplace in EU Migrant Experience of Brexit.” Journal of Ethnic and Migration Studies 47 (1): 190–207. doi:10.1080/1369183X.2020.1726173.
   Web of Science ®Google Scholar
• Massey, Andrew. 2009. “Policy Mimesis in the Context of Global Governance.” Policy Studies 30 (3): 383–395. doi:10.1080/01442870902888940.
   Web of Science ®Google Scholar
• Mathies, Charles, and Brendan Cantwell. 2022. “Intra-Regional Mobility of PhD Students in the European Union: The Outcomes of Region-Making Policy?” Policy Reviews in Higher Education 6 (2): 230–251. doi:10.1080/23322969.2022.2105256.
   Google Scholar
• McQuarrie, Fiona A.E., and Alex Z. Kondra. 2016. “Exploring the Process of Institutional Isomorphism in Patchy Organizational Fields.” Academy of Management Proceedings 2016 (1): 15086. doi:10.5465/ambpp.2016.15086abstract.
   Google Scholar
• Meyer, Heinz-Dieter, and Justin J.W. Powell. 2020. “New Institutionalism in Higher Education.” In The SAGE Encyclopedia of Higher Education, 1084–1089. Thousand Oaks: SAGE Publications, Inc. https://doi.org/10.4135/9781529714395.
   Google Scholar
• Mills, David. 2009. “Making Sense of Doctoral Training Reforms in the Social Sciences: Educational Development by Other Means?” International Journal for Researcher Development 1 (1): 71–83. doi:10.1108/1759751X201100005.
   Google Scholar
• Mizruchi, Mark S., and Lisa C. Fein. 1999. “The Social Construction of Organizational Knowledge: A Study of the Uses of Coercive, Mimetic, and Normative Isomorphism.” Administrative Science Quarterly 44 (4): 653–683. doi:10.2307/2667051.
   Web of Science ®Google Scholar
• Molla, Tebeje, and Denise Cuthbert. 2019. “Calibrating the PhD for Industry 4.0: Global Concerns, National Agendas and Australian Institutional Responses.” Policy Reviews in Higher Education 3 (2): 167–188. doi:10.1080/23322969.2019.1637772.
   Google Scholar
• Mountford, Nicola, Matthew Coleman, Threase Kessie, and Tara Cusack. 2020. “Interdisciplinary Doctoral Research Networks: Enhancers and Inhibitors of Social Capital Development.” Studies in Higher Education 45 (12): 2558–2573. doi:10.1080/03075079.2019.1623768.
   Web of Science ®Google Scholar
• Nerad, Maresi. 2020. “Globalization and Change in Doctoral Education Worldwide: Are Doctoral Programs Converging? Trends and Tensions.” In Structural and Institutional Transformations in Doctoral Education, edited by S. Cardoso, O. Tavares, C. Sin, and T. Cavalho, 43–84. Issues in Higher Education. Cham: Palgrave Macmillan. doi:10.1007/978-3-030-38046-5_3.
   Google Scholar
• O’Brien, Danny, and Trevor Slack. 2004. “The Emergence of a Professional Logic in English Rugby Union: The Role of Isomorphic and Diffusion Processes.” Journal of Sport Management 18 (1): 13–39. doi:10.1123/jsm.18.1.13.
   Web of Science ®Google Scholar
• Pásztor, Adél, and Paul Wakeling. 2018. “All PhDs are Equal But … Institutional and Social Stratification in Access to the Doctorate.” British Journal of Sociology of Education 5692: 1–16. https://doi.org/10.1080/01425692.2018.1434407.
   Google Scholar
• Pizarro Milian, Roger. 2018. “Differentiating Universities: Some Insights from Organization Studies.” Policy Reviews in Higher Education 2 (1): 79–104. doi:10.1080/23322969.2017.1396556.
   Google Scholar
• Powell, Justin J.W., Benjamin Edelstein, and Jonna M. Blanck. 2016. “Awareness-Raising, Legitimation or Backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on Education Systems in Germany.” Globalisation, Societies and Education 14 (2): 227–250. doi:10.1080/14767724.2014.982076.
   Web of Science ®Google Scholar
• Puttick, Steven. 2017. “‘You’ll See that Everywhere’: Institutional Isomorphism in Secondary School Subject Departments.” School Leadership & Management 37 (1–2): 61–79. doi:10.1080/13632434.2017.1293633.
   Web of Science ®Google Scholar
• Rakic, Vojin. 2001. “Converge or Not Converge: The European Union and Higher Education Policies in the Netherlands, Belgium/Flanders and Germany.” Higher Education Policy 14: 225–240. doi:10.1016/S0952-8733(01)00016-2.
   Google Scholar
• Ramirez, Francisco O., John W. Meyer, and Julia Lerch. 2016. “World Society and the Globalization of Educational Policy.” In The Handbook of Global Education Policy, edited by Karen Mundy, Andy Green, Bob Lingard, and Antoni Verger, 43–63. Chichester: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118468005.ch2.
   Google Scholar
• Robinson, Oliver C. 2014. “Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide.” Qualitative Research in Psychology 11 (1): 25–41. doi:10.1080/14780887.2013.801543.
   Web of Science ®Google Scholar
• Robson, James, Ashmita Randhawa, and Ewart Keep. 2022. “Employability Skills in Mainstream Education: Innovations in Schooling and Institutional Isomorphism.” British Educational Research Journal 48 (1): 120–136. doi:10.1002/berj.3756.
   Web of Science ®Google Scholar
• Ruano-Borbalan, Jean-Claude. 2022. “Doctoral Education from Its Medieval Foundations to Today’s Globalisation and Standardisation.” European Journal of Education 57 (3): 367–380. doi:10.1111/ejed.12522.
   Web of Science ®Google Scholar
• Sarrico, Cláudia S. 2022. “The Expansion of Doctoral Education and the Changing Nature and Purpose of the Doctorate.” Higher Education 84 (6): 1299–1315. doi:10.1007/s10734-022-00946-1.
   Web of Science ®Google Scholar
• Schneiberg, Marc, and Elisabeth S. Clemens. 2006. “The Typical Tools for the Job: Research Strategies in Institutional Analysis.” Sociological Theory 24 (3): 195–227. doi:10.1111/j.1467-9558.2006.00288.x.
   Web of Science ®Google Scholar
• Shin, Dongyoub, and Daehun Chung. 2020. “Multi-Level and Multi-Faceted Institutional Dynamics: Neoliberal Reforms in Korean Universities, 2008–2013.” Asia Pacific Business Review July: 1–25. doi:10.1080/13602381.2020.1820201.
   Google Scholar
• Smith-McGloin, Rebekah, and Carolyn Wynne. 2015. Structural Changes in Doctoral Education in the UK: A Review of Graduate Schools and the Development of Doctoral Colleges. Lichfield: UK Council for Graduate Education. https://doi.org/10.13140/RG.2.1.4397.8321.
   Google Scholar
• Thune, Taran, Svein Kyvik, Sverker Sörlin, Terje Bruen Olsen, Agnete Vabø, and Cathrine Tømte. 2012. “PhD Education in a Knowledge Society: An Evaluation of PhD Education in Norway.” 25/2012. Oslo: Nordic Institute for Studies in Innovation, Research and Education.
   Google Scholar
• Torrance, Harry. 2020. “The Research Excellence Framework in the United Kingdom: Processes, Consequences, and Incentives to Engage.” Qualitative Inquiry 26 (7): 771–779. doi:10.1177/1077800419878748.
   Web of Science ®Google Scholar
• UKRI. 2022. “ESRC Doctoral Training Partnerships: 2024.” UK Research and Innovation (UKRI). June 16, 2022. https://www.ukri.org/opportunity/esrc-doctoral-training-partnerships-2024/.
   Google Scholar
• Zapp, Mike, and Francisco O. Ramirez. 2019. “Beyond Internationalisation and Isomorphism – the Construction of a Global Higher Education Regime.” Comparative Education July: 1–21. https://doi.org/10.1080/03050068.2019.1638103.
   Google Scholar
• Zoljargal, Dembereldorj. 2019. “A Case Study of Higher Education in Mongolia: Institutional Isomorphism.” International Journal of Higher Education 9 (1): 107. doi:10.5430/ijhe.v9n1p107.
   Google Scholar