Hundreds of people complete a doctorate in History each year at UK universities, a process with huge implications for the strength and sustainably of academic history as a discipline. This figure has been rising gradually but fairly consistently over the past couple decades, from around 250 in the late 1990s, to around 550 in the late 2000s, to a peak of more than 750 in 2016.
In previous posts, I’ve discussed the job market for History PhDs using various measures including staff/PhD ratios, cohort studies and job listing data. None of the numbers present an especially rosy picture for newly completed PhDs searching for an academic post.
However, in response to each of these posts, readers have rightly asked about the motives of those pursuing doctorates. It is obvious that not all of those 700 or more new PhDs want to become lecturers, so the job market is thus presumably less disastrous than the headline figures imply. But the problem is that it is difficult to know whether this proportion is substantial or negligible.
Thankfully, Andy Burn not only brought it to my attention that there is a UK-wide survey of current PhD students about this, but also very generously turned the raw data into something useable for me. This is the ‘Postgraduate Research Experience Survey’ (PRES) and it asks all sorts of questions, including two about motivations. The highest recent response rate was in the 2017 survey and that’s what I’ve used here, though the proportions were similar in the 2018 survey.
So, what are the results for History? Continue reading
This is the time of year when many people are applying for PhDs or academic jobs and discussions of the current job market inevitably arise. A couple of years ago, I wrote a series of posts on job listings, doctoral cohorts and staff/student numbers, trying to provide some data to help inform these conversations, but I think it is time for an update. How have things changed since then?
The American Historical Association publishes its notorious chart of doom each year, showing the terrible ratio of new PhDs to advertised jobs, and its most recent version leaves little room for optimism.
AHA Jobs Report 2019
In the UK, we lack a consistent, accessible annual list of academic history jobs. Although nearly all such posts are advertised on jobs.ac.uk, there is no easy way to turn these adverts into an annual figure except by manually monitoring and recording. So, instead, I’ve taken to focusing on the only reliable data that is publicly available: staff and student numbers. Continue reading
On Saturday 20 October I had the great pleasure of returning to my alma mater to attend ‘Seventeenth-Century England’, a symposium to mark and celebrate Professor Bernard Capp’s fifty years at the University of Warwick. All of the many-headed monster co-authors were fortunate enough to benefit from Bernard’s advice and knowledge when we were postgraduates at Warwick in the 2000s, so this review of the Symposium is our way of joining the chorus of congratulations and commendations that characterised the day.
Fifty years’ service.
Professor Capp was appointed as Lecturer in History in 1968, when Harold Wilson was Prime Minister, the Kray twins were arrested, the M1 was completed, and the Race Relations Act was passed. The University of Warwick had admitted its first undergraduates just four years earlier.
Alexandra Walsham exhorting us to undertake our own ‘generation work’
Whilst at Warwick Professor Capp became established as one of the leading historians of early modern England, his teaching and publications demonstrating an extraordinary breadth of research interests and expertise. The Symposium organisers, Peter Marshall and Naomi Pullin, did an excellent job of creating a programme that gave space to all the themes that underpin this work. Many papers explored gendered aspects of the seventeenth-century as well as the ‘religious marketplace’ of the age. Amanda Flather discussed the impact of Laudian ceremonialism on women worshippers, explaining how matters of conscience could be corrosive of female obedience. Tim Reinke-Williams regaled us with the masculine ‘banter’ of the early modern jestbook and laid bare the emotions that structured them. Ann Hughes’ paper on dissenting culture in Restoration England revealed the ways that religion connected single women to broad social networks and kinship. Hughes’ focus on the Gell family of Hopton Hall and the siblings in the family connected neatly to Alexandra Walsham’s paper on the ‘revolutionary generation’ of the 1640s and in particular the Fifth Monarchy Men, religious radicals bonded in solidarity by their conception of Christian history and the conviction that they were the ones to carry out a turbulent age’s vital ‘generation work’. Continue reading
[Update, April 2019: ‘The Power of Petitioning’ project website is now online.]
How can people without official political power push the authorities to act? Historically, one of the most common tactics was to create a petition or supplication. Even today, every year hundreds of thousands of ordinary citizens sign e-petitions addressed to parliament which can lead directly to high-profile debates in the House of Commons.
In seventeenth-century England, petitioning was ubiquitous. It was one of the only acceptable ways to address the authorities when seeking redress, mercy or advancement. As a result, it was a crucial mode of communication between the ‘rulers’ and the ‘ruled’. People at all levels of society – from noblemen to paupers – used petitions to make their voices heard. Some were mere begging letters scrawled on scraps of paper; others were carefully crafted radical demands signed by thousands and sent to the highest powers in the land. Whatever form they took, they provide a vital source for illuminating the concerns of supposedly ‘powerless’ people and also offer a unique means to map the structures of authority that framed early modern society …
That was our pitch to the Arts and Humanities Research Council for a grant of over £200,000. To my surprise and delight, they liked it.
So, from January 2019, I’ll be running a project looking at ‘the power of petitioning in seventeenth century England’. The co-investigator is Jason Peacey at UCL and we will hire a full-time postdoctoral research associate for twelve months as well. There will be much more information available once we have the project website up and running, but in the meantime I thought I’d announce it here and explain how it came to be. I hope it might be useful, or at least interesting, to other scholars thinking about their own projects. Continue reading
**shiver** The nights are drawing in. There is a cold wind blowing from the east. Berries weigh down the hedgerows. Fungus sprouts on your lawn overnight. The traffic in your inbox has increased tenfold in the last week. That’s right. Term is coming!
September finds many of us switching off research mode and turning our attention to teaching once again. As I write, another module handbook will be finished off, another final item will be added to a module bibliography. So to help ease us all through this difficult time, I have put together a list of some of the many-headed monster posts that go particularly well with teaching. I hope they bring you comfort in the wars weeks to come.
I went to a conference, and all I got was this lousy blog post.
That’s right, this is one of those blog posts thought up whilst staring pensively out of a train window on a journey home from three days at a wonderfully stimulating and sociable conference – in this instance, on ‘Gender, Power and Materiality in Early Modern Europe’, at the University of Plymouth. Back in April. Of 2016. Still, better late than never.
Gloves: they fit the conference theme
I signed up for said conference, despite my lack of familiarity with the field of early modern material culture studies, to try out a paper on the spatial division of labour in rural England, 1500-1700, based on material coming out of the Women’s Work Project. The paper went well enough, and over the course of the conference as a whole I learnt a huge amount about the material culture of the period, and about the sophisticated methodologies used by the reflective practitioners of material cultural history. It whet my appetite for the study of material culture. But it also left me hungry for more of a particular type of material culture history – one focused on the common people of the sixteenth and seventeenth centuries. In what will come as no surprise to readers of this blog, I wanted more material culture ‘from below’.
The conference offered a rich diet of papers focused on the gentry and aristocracy of early modern Europe, but was light on the material things that populated the worlds of their social inferiors. Not for the first time as a social historian I found myself experiencing ‘modernist envy’, as my mind turned to examples of research into the material culture of the working class in the industrial age – Ruth Mather on working class homes in the period 1780-1830; Julie-Marie Strange’s focus on ‘father’s chair’ as a way into the domestic relationships of the Victorian working class; Carolyn Steedman’s wonderful essay on the meanings of a rag rug. And how about the insights into working class material culture to be gleaned from Lark Rise to Candleford? Continue reading
Employability may be an ugly word, but it is increasingly an important part of teaching and learning at my higher education institution. In a world of tuition fees, student satisfaction scores and information gathering about leavers’ destinations, I imagine that its importance will also continue to grow. Whilst I am not a fan of any of the aforementioned trends, employability is something that I have been thinking about. If students are spending their time and resources on degree study because they think it will make them more employable, then they should be reflecting on what precisely it is they have learned that makes them distinct from people who didn’t attend university or who took a different course. They need self-awareness about their own development and the ability to articulate this to a potential employer in a meaningful way.
If you want to know more about employability then the HEA has a framework for ‘embedding’ it in your institution, but if you haven’t got time to wade your way through this, I can tell you that the sorts of provision that universities offer include: help with CVs; mock interviews; confidence building activities; work experience/placements; shadowing; help researching the job market etc.
Which leads me to wonder…what is the role of the academic tutor here? Is it our responsibility to talk about skills and ‘employability’ in our history seminars and lectures? Or is that something that is better left to the professionals in Careers Services? If tutors do have a role, what is it? Continue reading