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Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment  \nErin Aspenlieder University of Guelph  \nMarieVander Kloet McMaster University  \nAbstract  \nWhat we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested herein the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.  \nRésumé  \nCe que l’on entend dans les universités et en public, c’est que l’emploi et la formation universitaire aux cycles supérieurs sont en pleine crise. Nous nous intéressons à la (re)circulation des discours sur la crise et la responsabilité .  \nQu’est-ce que les étudiants des cycles supérieurs entendent au sujet de leur formation, de leurs perspectives de carrière et de leurs responsabilités? Comment est-ce que le travail en développement éducationnel contribue à ces conversations? Nous explorons ces questions par le truchement d’une  \nCJHE / RCES Volume 44, No. 3, 2014  \nUniversity Teaching, Graduate Education and Employment / E. Aspenlieder & M. V. Kloet 21  \nanalyse de deux groupes de données : des plans des cours multidisciplinaires de cycles supérieurs portant sur l’enseignement universitaire et des articles de presse populaires et universitaires portant sur la formation aux cycles supérieurs et sur l’emploi. Dans cette analyse discursive, nous examinons d’abord ce que les étudiants des cycles supérieurs saisissent en lisant ces deux types d’archives écrites. Nous déconstruisons par la suite deux discoursessentiels qui ressortent de ces archives, soit de privilégier la pratique plutôt que la théorie, et d’attribuer à quelqu’un la tâche de résoudre la crise del’emploi et de la formation universitaire aux cycles supérieurs.  \nVoices in the Conversation  \nI had expected, like I am sure a number of PhDs do, to go into an academic teaching and research position. However, I realized very quickly that this would be hard going to achieve. At the same time I realized that when I looked at my PhD as a whole I had a number of transferable skills. (Polk, 2014b, para. 1)  \nI had always imagined I’d be a professor. It never occurred to me that I would do anything other than teach history. But, I graduated in 2009, one of the worst years to enter the academic job market. After three years applying for tenure track jobs and post-docs, I decided to end my quest for academic employment and find others ways to contribute to society. (Polk, 2014a, para. 1)  \nThese statements from former graduate students echo what we hear at our universities and in public conversations: Thereis a crisisin graduate student education and employment in academic positions. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contributeto these conversations? We explore these questions through an analysis of two data sets: the course outlines, or syllabuses, for graduate co","cbCaifPxmPbhR5cO","https://ap.wps.com/l/cbCaifPxmPbhR5cO","pdf",418839,"English","# Abstract\n## Discourses of crisis and responsibility\n## Data sources and method\n## Key findings: practice vs theory, responsibility allocation","[{\"question\":\"What discourses does the study focus on?\",\"answer\":\"It focuses on the (re)circulation of discourses of crisis and responsibility in graduate education and employment.\"},{\"question\":\"Which data sets are analyzed?\",\"answer\":\"The analysis uses course outlines for multidisciplinary graduate courses on university teaching and popular and academic press articles on graduate education and employment.\"},{\"question\":\"What two major discourses emerge from the archives?\",\"answer\":\"Two key discourses are privileging practice over theory and the desire to assign responsibility for resolving the crisis of graduate education and employment and by whom.\"}]","Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment | PDF",1792083321,48]