Doxa in international research collaboration: a critical collaborative autoethnographic account

References

• Abreu-Pederzini, G.D., and Suárez-Barraza, M.F., 2020. Just let us be: domination, the postcolonial condition, and the global field of business schools. Academy of management learning & education, 19 (1), 40–58. doi:10.5465/amle.2018.0116.
   Web of Science ®Google Scholar
• Aldieri, L., Kotsemir, M., and Vinci, C.P., 2018. The impact of research collaboration on academic performance: an empirical analysis for some European countries. Socio-economic planning sciences, 62 (June), 13–30. doi:10.1016/j.seps.2017.05.003.
   Google Scholar
• Alla, K., et al., 2017. How do we define the policy impact of public health research? A systematic review. Health research policy and systems, 15 (1), 84. doi:10.1186/s12961-017-0247-z.
   PubMedGoogle Scholar
• Ball, S., 2004. The Routledgefalmer reader in sociology of education. London: RoutledgeFalmer.
   Google Scholar
• Bazeley, P., 2010. Conceptualising research performance. Studies in higher education, 35 (8), 889–903. doi:10.1080/03075070903348404.
   Web of Science ®Google Scholar
• Belgrave, L.L., and Smith, K.J., 1995. Negotiated validity in collaborative ethnography. Qualitative inquiry, 1 (1), 69–86. doi:10.1177/107780049500100105.
   Google Scholar
• Benito, M., Gil, P., and Romera, R., 2019. Funding, is it key for standing out in the university rankings? Scientometrics, 121 (2), 771–792. doi:10.1007/s11192-019-03202-z.
   Web of Science ®Google Scholar
• Bhambra, G.K., 2014. Connected sociologies. London: Bloomsbury Academic. doi:10.5040/9781472544377.
   Google Scholar
• Blackmore, P., 2018. What can policy-makers do with the idea of prestige, to make better policy? Policy reviews in higher education, 2 (2), 227–254. doi:10.1080/23322969.2018.1498300.
   Google Scholar
• Bleiklie, I., 2018. New public management or neoliberalism, higher education. In: J.C. Shin and P. Teixeira, eds. Encyclopedia of international higher education systems and institutions. Dordrecht: Springer Netherlands, 1–6. doi:10.1007/978-94-017-9553-1_143-1.
   Google Scholar
• Bourdieu, P., 1977. Outline of a theory of practice. Cambridge: Cambridge University Press.
   Google Scholar
• Bourdieu, P., 1984. Distinction: a social critique of the judgement of taste. London: Routledge and Kegan Paul.
   Google Scholar
• Bourdieu, P., 1986. The forms of capital. In: J.G. Richardson, ed. Handbook of theory and research for the sociology of education. New York: Greenwood, 241–258.
   Google Scholar
• Bourdieu, P., 2008. Sketch for a self-analysis. Chicago: University of Chicago Press.
   Google Scholar
• Bourdieu, P., and Wacquant, L.J.D., 1992. An invitation to reflexive sociology. Cambridge: Polity.
   Google Scholar
• Boylorn, R.M., and Orbe, M.P., eds. 2014. Critical autoethnography: intersecting cultural identities in everyday life. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Brankovic, J., 2018. The status games they play: unpacking the dynamics of organisational status competition in higher education. Higher education, 75 (4), 695–709. doi:10.1007/s10734-017-0169-2.
   Web of Science ®Google Scholar
• Breines, M.R., Madge, C., and Dalu, M.T.B., 2020. Social media among African students: recentring typologies of non-use. Digital geography and society, 1 (January), 100006. doi:10.1016/j.diggeo.2020.100006.
   Google Scholar
• Breines, M.R., Raghuram, P., and Gunter, A., 2019. Infrastructures of immobility: enabling international distance education students in Africa to not move. Mobilities, 14 (4), 484–499. doi:10.1080/17450101.2019.1618565.
   Web of Science ®Google Scholar
• Chang, H., 2016. Individual and collaborative autoethnography as method. In: Stacy Holman Jones, Tony Adams, and Carolyn Ellis, eds. Handbook of autoethnography. London: Routledge, 107–122.
   Google Scholar
• Chang, H., Ngunjiri, F., and Hernandez, K.-A.C., 2016. Collaborative autoethnography. New York: Routledge. doi:10.4324/9781315432137.
   Google Scholar
• Costa, C., and Murphy, M., 2016. Doxa, digital scholarship and the academy. In: Cristina Costa, and Mark Murphy, eds. Theory as method in research: on Bourdieu, social theory and education. London: Routledge, 49–62.
   Google Scholar
• Darlington, Y., and Scott, D., 2002. Qualitative research in practice: stories from the field. New York: McGraw-Hill Education.
   Google Scholar
• Deer, C., 2012. Doxa. In: Michael Grenfell, ed. Pierre Bourdieu: Key concepts. Bristol: Acumen, 114–125.
   Google Scholar
• Deleuze, G., and Guattari, F., 1987. A thousand plateaus: capitalism and schizophrenia. Translated by B. Massumi. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Elo, S., and Kyngäs, H., 2008. The qualitative content analysis process. Journal of advanced nursing, 62 (1), 107–115. doi:10.1111/j.1365-2648.2007.04569.x.
   PubMed Web of Science ®Google Scholar
• ESRC. 2016. ‘ESRC-NRF Newton Call for Collaborative Research Higher Education in South Africa call specification’. https://esrc.ukri.org/funding/funding-opportunities/esrc-nrf-newton-call-for-collaborative-research-higher-education-in-africa/ [Accessed 5 March 2024].
   Google Scholar
• Everett, J., et al., 2015. Praxis, doxa and research methods: reconsidering critical accounting. Critical perspectives on accounting, 32 (November), 37–44. doi:10.1016/j.cpa.2015.04.004.
   Google Scholar
• Fricker, M., 2008. On Miranda Fricker’s epistemic injustice: power and the ethics of knowing: précis. Theoria. Revista de Teoría, Historia y Fundamentos de La Ciencia, 23 (1), 69–71.
   Web of Science ®Google Scholar
• Gerhards, J., Hans, S., and Drewski, D., 2018. Global inequality in the academic system: effects of national and university symbolic capital on international academic mobility. Higher education, 76 (4), 669–685. doi:10.1007/s10734-018-0231-8.
   Web of Science ®Google Scholar
• Hernandez, K.-A.C., Heewon, C., and Ngunjiri, F.W., 2017. Collaborative autoethnography as multivocal, relational, and democratic research: opportunities, challenges, and aspirations. A/b: auto/biography studies, 32 (2), 251–254. doi:10.1080/08989575.2017.1288892.
   Google Scholar
• Hicks, D., 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
• Holman Jones, S., 2016. Living bodies of thought: the “critical” in critical autoethnography. Qualitative inquiry, 22 (4), 228–237. doi:10.1177/1077800415622509.
   Web of Science ®Google Scholar
• Hornsey, R., and Gubby, L., 2021. Learning about bodies and the lived consequences. Journal of sociology, 57 (4), 935–949. doi:10.1177/1440783320978704.
   Web of Science ®Google Scholar
• Hountondji, P.J., 1997. African cultures and globalisation a call to resistance. Development and cooperation, 6, 24–26.
   Google Scholar
• Hsieh, H.-F., and Shannon, S.E., 2005. Three approaches to qualitative content analysis. Qualitative health research, 15 (9): 1277–1288. doi:10.1177/1049732305276687.
   PubMed Web of Science ®Google Scholar
• Jöns, H., and Hoyler, M., 2013. Global geographies of higher education: the perspective of world university rankings. Geoforum; journal of physical, human, and regional geosciences, 46 (May), 45–59. doi:10.1016/j.geoforum.2012.12.014.
   Google Scholar
• Keane, W. 2020. For the slow work of critique in critical times. Public Books 8: 2020. https://www.publicbooks.org/for-the-slow-work-of-critique-in-critical-times/ [Accessed 5 March 2024].
   Google Scholar
• Keet, A., 2014. Epistemic “othering” and the decolonisation of knowledge. Africa insight, 44 (1), 23–37. doi:10.10520/EJC161966.
   Google Scholar
• Knafo, S., 2016. Bourdieu and the dead end of reflexivity: on the impossible task of locating the subject. Review of international studies, 42 (1), 25–47. doi:10.1017/S0260210515000121.
   Web of Science ®Google Scholar
• Kwiek, M., 2018. International research collaboration and international research orientation: comparative findings about European academics. Journal of studies in international education, 22 (2), 136–160. doi:10.1177/1028315317747084.
   Web of Science ®Google Scholar
• Kwiek, M., 2021. The prestige economy of higher education journals: a quantitative approach. Higher education, 81 (3), 493–519. doi:10.1007/s10734-020-00553-y.
   Web of Science ®Google Scholar
• Larsson, L., Linnér, S., and Schenker, K., 2018. The doxa of physical education teacher education – set in stone? European physical education review, 24 (1), 114–130. doi:10.1177/1356336X16668545.
   Web of Science ®Google Scholar
• Larsson, S., and Sjöblom, Y., 2010. Perspectives on narrative methods in social work research. International journal of social welfare, 19 (3), 272–280. doi:10.1111/j.1468-2397.2009.00672.x.
   Web of Science ®Google Scholar
• Leander, A., 2011. The promises, problems, and potentials of a Bourdieu-inspired staging of international relations1: promises, problems, and potentials. International political sociology, 5 (3), 294–313. doi:10.1111/j.1749-5687.2011.00135.x.
   Web of Science ®Google Scholar
• Leathwood, C., and Read, B., 2013. Research policy and academic performativity: compliance, contestation and complicity. Studies in higher education, 38 (8), 1162–1174. doi:10.1080/03075079.2013.833025.
   Web of Science ®Google Scholar
• Macfarlane, B., 2021. The neoliberal academic: illustrating shifting academic norms in an age of hyper-performativity. Educational philosophy and theory, 53 (5), 459–468. doi:10.1080/00131857.2019.1684262.
   Web of Science ®Google Scholar
• Madge, C., et al., 2019. Whatsapp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, media and technology, 44 (3), 267–282. doi:10.1080/17439884.2019.1628048.
   Web of Science ®Google Scholar
• Maritz, J.E., and Prinsloo, P., 2021. Narrating the (dis)comfort and multiplicities of becoming faculty. Gender and education, 33 (6), 692–706. doi:10.1080/09540253.2020.1860198.
   Web of Science ®Google Scholar
• Maton, K., 2003. Reflexivity, relationism, & research: Pierre Bourdieu and the epistemic conditions of social scientific knowledge. Space and culture, 6 (1), 52–65. doi:10.1177/1206331202238962.
   Google Scholar
• May, R.A.B., and Pattillo-McCoy, M., 2000. Do you see what i see? Examining a collaborative ethnography. Qualitative inquiry, 6 (1), 65–87. doi:10.1177/1077800400006001.
   Google Scholar
• Miotto, G., Del-Castillo-Feito, C., and Blanco-González, A., 2020. Reputation and legitimacy: key factors for higher education institutions’ sustained competitive advantage. Journal of business research, 112 (May), 342–353. doi:10.1016/j.jbusres.2019.11.076.
   Google Scholar
• Mirnezami, S.R., and Beaudry, C., 2022. Does experiencing international research collaboration permanently affect the impact of scientific production? evidence from Africa. Journal of African economies, 31 (3), 251–271. doi:10.1093/jae/ejab008.
   Web of Science ®Google Scholar
• Morley, L., 2016. Troubling intra-actions: gender, neo-liberalism and research in the global academy. Journal of education policy, 31 (1), 28–45. doi:10.1080/02680939.2015.1062919.
   Web of Science ®Google Scholar
• Morley, C., 2023. The systemic neoliberal colonisation of higher education: A critical analysis of the obliteration of academic practice. The Australian educational researcher 1–16. doi:10.1007/s13384-023-00613-z.
   PubMed Web of Science ®Google Scholar
• Musiał, K., 2023. Internationalization as myth, ceremony and doxa in higher education. The case of the Nordic countries between centre and periphery. Nordic journal of studies in educational policy, 9 (1), 20–36. doi:10.1080/20020317.2023.2166344.
   Google Scholar
• Nichols, S., and Stahl, G., 2019. Intersectionality in higher education research: a systematic literature review. Higher education research & development, 38 (6), 1255–1268. doi:10.1080/07294360.2019.1638348.
   Web of Science ®Google Scholar
• Odora Hoppers, C.A., 2000. African voices in education: retrieving the past, engaging the present and shaping the future. In: P. Higgs, N.C.G. Vakalisa, T.V. Mda, and N.T. Assie-Lumumba, eds. African voices in education. Landsdowne: Juta & CO. Ltd, 1–11.
   Google Scholar
• O’Loughlin, D., MacPhail, A., and Msetfi, R., 2015. The rhetoric and reality of research reputation: “fur coat and no knickers”. Studies in higher education, 40 (5), 806–820. doi:10.1080/03075079.2013.842224.
   Web of Science ®Google Scholar
• Papatsiba, V., and Cohen, E., 2020. Institutional hierarchies and research impact: new academic currencies, capital and position-taking in UK higher education. British journal of sociology of education, 41 (2), 178–196. doi:10.1080/01425692.2019.1676700.
   Web of Science ®Google Scholar
• Perry, M., and Pullanikkatil, D. 2018. North-south research partnerships must break old patterns for real change. The Conversation. 8 August. http://theconversation.com/north-south-research-partnerships-must-break-old-patterns-for-real-change-100852 [Accessed 5 March 2024].
   Google Scholar
• Pithouse-Morgan, K., Pillay, D., and Naicker, I., 2021. Autoethnography as/in higher education. In: T.E. Adams, S. Holman Jones, and C. Ellis, eds. Handbook of autoethnography, 2nd ed, New York: Routledge, 215–227.
   Google Scholar
• Puar, J.K., 2012. “I would rather be a cyborg than a goddess”: becoming-intersectional in assemblage theory. Philosophia, 2 (1), 49–66.
   Google Scholar
• Quicke, J., 2010. Narrative strategies in educational research: reflections on a critical autoethnography. Educational action research, 18 (2), 239–254. doi:10.1080/09650791003741582.
   Google Scholar
• Raghuram, P., Breines, M.R., and Gunter, A., 2020. Beyond# FeesMustFall: international students, fees and everyday agency in the era of decolonisation. Geoforum; journal of physical, human, and regional geosciences, 109, 95–105.
   Web of Science ®Google Scholar
• Reed-Danahay, D., 2017. Bourdieu and critical autoethnography: implications for research, writing, and teaching. International journal of multicultural education, 19 (1), 144–154. doi:10.18251/ijme.v19i1.1368.
   Web of Science ®Google Scholar
• Santos, B.d.S., 2016. Epistemologies of the south and the future. From the European South: a transdisciplinary journal of postcolonial humanities (1), 17–29. https://www.fesjournal.eu/numeri/archivi-del-futuro-il-postcoloniale-litalia-e-il-tempo-a-venire/ [Accessed 5 March 2024].
   Google Scholar
• Shin, J.C., Lee, S.J., and Kim, Y., 2013. Research collaboration across higher education systems: maturity, language use, and regional differences. Studies in higher education, 38 (3), 425–440. doi:10.1080/03075079.2013.774585.
   Web of Science ®Google Scholar
• Stadler, D.J., et al., 2019. Successful international medical education research collaboration. Journal of graduate medical education, 11 (4s), 187–189. doi:10.4300/JGME-D-18-01061.
   PubMedGoogle Scholar
• Stein, S., and De Oliveira Andreotti, V., 2017. Higher education and the modern/colonial global imaginary. Cultural studies ↔ critical methodologies, 17 (3), 173–181. doi:10.1177/1532708616672673.
   Web of Science ®Google Scholar
• Swartz, R., et al., 2019. Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa. Higher education, 77 (4), 567–583. doi:10.1007/s10734-018-0291-9.
   Web of Science ®Google Scholar
• Tight, M., 2019. The neoliberal turn in higher education. Higher education quarterly, 73 (3), 273–284. doi:10.1111/hequ.12197.
   Web of Science ®Google Scholar
• Uslu, B., 2020. A path for ranking success: what does the expanded indicator-Set of international university rankings suggest? Higher education, 80 (5), 949–972. doi:10.1007/s10734-020-00527-0.
   Web of Science ®Google Scholar
• Vican, S., Friedman, A., and Andreasen, R., 2020. Metrics, money, and managerialism: faculty experiences of competing logics in higher education. The journal of higher education, 91 (1), 139–164. doi:10.1080/00221546.2019.1615332.
   Web of Science ®Google Scholar
• Vimalassery, M., Pegues, J.H., and Goldstein, A., 2016. Introduction: On colonial unknowing. Theory & event, 19 (4). https://muse.jhu.edu/article/633283.
   Google Scholar
• Wacquant, L.D.J., 1992. Toward a social-praxeology: the structure and logic of bourdieu’s sociology. In: Pierre Bourdieu, and L.D.J. Wacquant, eds. An invitation to reflexive sociology. Cambridge: Polity, 2–59.
   Google Scholar
• White, S.J., 2001. Auto-Ethnography as reflexive inquiry: the research Act as self-surveillance. In: I. Shaw, and N. Gould, eds. Qualitative research in social work. London: Sage, 100–115.
   Google Scholar
• Woldegiyorgis, A.A., Proctor, D., and De Wit, H., 2018. Internationalization of research: key considerations and concerns. Journal of studies in international education, 22 (2), 161–176. doi:10.1177/1028315318762804.
   Web of Science ®Google Scholar
• Zavale, N.C., and Schneijderberg, C., 2022. Mapping the field of research on African higher education: A review of 6483 publications from 1980 to 2019. Higher education, 83 (1), 199–233. doi:10.1007/s10734-020-00649-5.
   Web of Science ®Google Scholar