This research will explore the significance of individual and collective restorative space (physical, social, cognitive & emotional) for business school academics, across the UK higher education sector. Taking a processual approach, it will track when, where, how and why academics enact such spaces in their working lives i.e. restorative spacing (Beyes and Steyaert, 2012). For example, around the question why, academics tend to discuss several issues around restoring well-being, identity, creativity, directed attention, social and environmental responsibility. Pertinently, prior research has shown the significance of such spaces on not only individual effectiveness, but organisational effectiveness as well. The main differentiating factor seems to be the critical performativity arising from such resorative space (s). This research will try to understand the relationship between this need and current managerialist approaches for different levels and disciplines.
Prior 3 and 4* research by the principal supervisor over the past 6 years (Jones, D.R. (2014, 2015 a,b,c, 2017, 2018, 2019) has shown the importance of such restorative spacing to academic working lives under the current managerialist system. It will draw on the collective auto-ethnographic approaches used in prior research by the principal supervisor, to unmask any significant implications for organisational development, performance management, metric management and accreditation practices in universities. It will also develop a conceptual grounding in this area drawing on prior research, such as from Foucauldian heterotopic spacing, hysteric Lacanian perspectives and environmental psychology. Furthermore, such an exploration could have implications for wider citizenship initiatives around well-being and sustainability agendas within business schools and universities as a whole. Finally, such a focus, may also cast a spotlight on new public management practices across other sectors, such as healthcare and education. This proposal thereby is aligned to departmental, faculty and university research priorities around sustainability, social responsibility, work futures and public management.
Eligibility and How to Apply
Please note eligibility requirement:
- Academic excellence of the proposed student i.e. 2:1 (or equivalent GPA from non-UK universities [preference for 1st class honours]); or a Masters (preference for Merit or above); or APEL evidence of substantial practitioner achievement.
- Appropriate IELTS score, if required.
- Applicants cannot apply for this funding if currently engaged in Doctoral study at Northumbria or elsewhere.
For further details of how to apply, entry requirements and the application form, see: https://www.northumbria.ac.uk/research/postgraduate-research-degrees/how-to-apply/
Please note: Applications that do not include a research proposal of approximately 1,000 words (not a copy of the advert), or that do not include the advert reference (e.g. RDF20/…) will not be considered.
Deadline for applications: Friday 24 January 2020.
Start Date: 1 October 2020.
Northumbria University takes pride in, and values, the quality and diversity of our staff. We welcome applications from all members of the community. The University holds an Athena SWAN Bronze award in recognition of our commitment to improving employment practices for the advancement of gender equality.
Deem, R., Visser M., Örtenblad A., Jones D.R., Tarba, S.H., Stokes, P. & Rodgers, P. (2019) The Performative University - ‘Targets and Terror’ in Academia: Implications for Learning in Business and Management Contexts. Management Learning SI call.
Jones, D.R. & Patton, D. (2018) Academic resistance to the ‘Entrepreneurial University’: Could ‘Slow Swimming’ offer an external campus space for entrepreneuring as play? Studies in Higher Education. doi.org/10.1080/03075079.2018.1534093.
Jones, D.R. (2017). Could Slow be Beautiful?: Academic Counter-Spacing Within & Beyond “The Slow Swimming Club” Journal of Management Inquiry. DOI:10.1177/1056492617704720. ABS 3*
Jones, D.R. (2016). Slow is Beautiful in the 'Restorative University'. Heterotopic Spacing for Ecological Sustainability?’ Environment & Planning D. DOI: 10.1177/0263775816680820.
Jones, D.R. (2015). Opening up the Pandora’s Box of Sustainability League Tables of Universities: a Kafkaesque Perspective. Studies in Higher Education. DOI:10.1080/03075079.2015.1052737.
Jones, D.R. (2015). The ‘Biophilic Organization’: An Integrative Metaphor for Corporate Sustainability. Journal of Business Ethics. DOI 10.1007/s10551-015-2640-2.
Jones, D.R. (2015). Embodying Tao in the ‘Restorative University’. Sustainability Science. 10 (1): 3-16.
Jones, D.R. (2015). Restorative Counter-Spacing for Academic Sustainability, Organization & Environment. 27: 207-214.
Jones, D.R. (2014) Biting the league table that feeds: Reflections on managerialism at work within U.K. university sustainability agendas, Journal of Workplace Rights.17(4).