Från Utvald Till Utbildad

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Från Utvald Till Utbildad Från utvald till utbildad Från utvald till utbildad Persona i utredningar om svensk forskarutbildning 1945-2004 Erik Joelsson Akademisk avhandling för avläggande av filosofie doktorsexamen i vetenskapsteori vid Göteborgs universitet 2017-03-24 © Erik Joelsson, 2017 Satt i Times New Roman och Futura Book Omslagets baksida: Ur Nordisk familjebok: Konversationslexikon och realencyklopedi (1904-1926) Tryck: Repro Lorensberg Layout: Erik Joelsson ISBN 978-91-629-0081-6 (Tryckt) ISBN 978-91-629-0082-3 (PDF) http://hdl.handle.net/2077/51493 Distribution: Institutionen för filosofi, lingvistik och vetenskapsteori, Göteborgs universitet, Box 200, 405 30 Göteborg Abstract The aim of this dissertation is to investigate how the doctoral student has been portrayed in government official reports concerning Swedish research training from 1945 to 2004. In this dissertation, the concept of scientific persona, mostly utilized for the analysis of successful individual figures in science, is applied to capture the opinions on the preconditions and organizational aspects of Swedish research training at the governmental policy level, which provides for a generalized figure to take shape – the persona(e) of the research student. The governmental committee system, with its extended history and consid- ered to be a hallmark of the Swedish deliberative democracy, has produced seven reports on the Swedish doctoral program, which constitutes the empiri- cal basis of the dissertation. In the analysis, the emergence of the Ph.D. stu- dent’s persona has been filtered through some constantly reappearing organi- zational aspects of the doctoral program found in the reports, namely, re- cruitment, study funding, study efficiency, supervision, and labor market. Several personae have emerged and disappeared through the time period studied. However, a more decisive shift was observed during the reform on doctoral education in 1969, which paved the way for a new professional per- sona, modeled after the laboratorial and clinical disciplines. This persona ensured not only the reproduction of researchers for the universities, but also provided for research-trained teachers in high schools, as well as the needs for scientifically trained staff for the increasingly expanding industry. The dissertation registers a major shift regarding the doctoral student in Swe- dish research education, from the perception of the research talented person – an individual who by and large had the inherent properties that were required and was appointed by the professor, to a persona that is created through edu- cation. A variety of figures, with increasingly heterogeneous traits, are now eligible to incarnate a persona through research training. Today, the official doctoral ideal is no longer a specimen, an individual, but a malleable collec- tive, who is accompanied by research education through a series of decrees and regulations in the form of study plans, contracts, secured funding, etc. Whether there are several personae, or rather aspects thereof, still remains debatable. Innehåll Kapitel 1. Inledning ....................................................................................... 1 Syfte och frågeställningar ............................................................................ 5 Disposition................................................................................................... 6 Disciplinära skillnader och avgränsningar .................................................. 8 Kort historik över forskarutbildningen i Sverige ....................................... 10 Begreppet forskarutbildning ...................................................................... 11 Avhandlingens kontext inom disciplinen vetenskapsteori ........................ 13 Tidigare forskning ..................................................................................... 14 Vetenskapsteori och forskning om forskarutbildningen ........................ 15 Internationell forskning om forskarutbildning ...................................... 17 Svensk forskning samt kartläggning och utvärdering från myndigheter och organisationer ........................... 20 Konklusion ............................................................................................ 27 Kapitel 2. Teori och kontext – begreppet persona i studier av forskning och vetenskap ...................... 29 Personans problem .................................................................................... 29 Vetenskapsbiografi och persona inom STS och andra discipliner ........ 31 Exemplar (individ) eller ideal (kollektiv)? ............................................ 34 Föreskriven persona .................................................................................. 35 Det vetenskapliga självet ....................................................................... 37 Vetenskapliga hjältar och deras kroppar ............................................... 38 Historisk utveckling av vetenskapens prototyper ...................................... 41 Filosofie doktorn ................................................................................... 41 Den lärde eller gentlemannen? .............................................................. 43 Professionalisering, industriforskaren och experten .............................. 44 Avslutning ................................................................................................. 45 Kapitel 3. Metod och material – att studera statliga utredningar .............................................................. 47 Det svenska utredningsväsendet ................................................................ 47 Kommittéernas organisation och ställning ............................................ 49 Trender i utredningsväsendet och utredningar om forskarutbildningen .... 53 Efterkrigstiden t.o.m. 1960-talet ............................................................ 53 Ett borgerligt intermezzo ....................................................................... 57 1980-talet – ett vingklippt utredningsväsende? ..................................... 59 1990-talet och framåt ............................................................................. 60 Konklusion ............................................................................................ 61 Utredningar som genre och text................................................................. 62 Studier av SOU – från STS och (idé)historia till sociologi och utbildningsvetenskap…63 Att studera offentliga utredningstexter .................................................. 66 Avslutning ................................................................................................. 69 Kapitel 4. Rekrytering ................................................................................. 71 En fond – den expansiva forskningspolitiken ........................................ 71 En bredare rekryteringsgrund ................................................................ 74 De akademiska kärnvärdena åter ........................................................... 78 Konklusion – från ”forskarbegåvning” till professionalisering ............. 84 En mer inkluderande persona .................................................................... 86 Thamreformen ....................................................................................... 92 Konklusion – mot en heterogen persona ............................................... 96 Från att vara forskare till att utbildas till forskare ..................................... 97 De undflyende forskaregenskaperna ..................................................... 98 Från begåvad till medarbetare ............................................................. 101 Konklusion – från håg och fallenhet till förmåga ................................ 104 Studiefinansiering – den motvilliga doktoranden .................................... 105 Stipendier ............................................................................................. 106 På väg mot professionalisering ............................................................ 108 Konklusion – mot en enhetlig professionspersona? ............................ 116 Forskarutbildningens räntabilitet ............................................................. 117 Från bättre bemedlad till lönearbetare ................................................. 117 Differentierat studiestöd för ”de mest lämpade” ................................. 121 Konklusion – att konkurrera med näringslivet .................................... 124 Avslutning ............................................................................................... 124 Kapitel 5. Tid ............................................................................................. 127 En snävare tidsram .............................................................................. 128 Fortsatta effektivitetsproblem .............................................................. 138 Konklusion – ökad kontroll och styrning för en enhetlig persona ...... 144 Doktorandens ålder .............................................................................. 145 Konklusion – den unga doktorandens persona .................................... 150 Handledning ............................................................................................ 150 En utökad handledarroll ...................................................................... 153 Bristfällig handledning .......................................................................
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