Doctoral Imaginaries: Explorations across Policy, Pedagogy and Practice, December 11-12 2014 (original) (raw)
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Studies in Higher Education
The purpose of this special issue of Studies in Higher Education is to stimulate more nuanced thinking about the impact, effects and contributions of the doctorate in a context of rapid and diverse changes in the policies, processes and products of doctoral education around the world. Doctoral research plays a 'crucial role in driving innovation and growth' of nation states, and is a significant contributor to national and international knowledge generation and research outputs (Smith 2010, 4) but there is a striking absence of systematic research into the multidimensional impact of the doctorate. Underlining this point in relation to the impact of PhD graduates in the UK, Raddon and Sung (2009) note the lack of any:
The formation of doctoral education
2016
This report has been translated from Swedish and adapted for an international audience. The original report, Leadership for quality in doctoral education1, was commissioned by the Association of Swedish Higher Education. Here we describe and discuss doctoral education as policy, practice and as an object of knowledge, and highlight a number of questions that are important for the management and leadership of doctoral education, today as well as in the future. The policy trends, changing circumstances, and challenges we discuss here are to a large extent international. Sweden specifically, with its long history of government regulation of doctoral education and swiftness to adapt to the ideas of the knowledge economy, provides an interesting case. We represent two different Swedish universities, three disciplines and four contexts. Together, we have held positions as heads of department, directors of doctoral studies, faculty board members, quality coordinators and educational develo...
New directions in doctoral programmes: bridging tensions between theory and practice?
Teaching in Higher Education, 2019
The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This paper explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organizational, and conceptual vagueness; tensions embedded in the theorypractice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of doctoral education. New Doctoral Directions in Doctoral Programs The extensive development of new types of doctoral education in a wide range of countries in the last couple of decades is part of a comprehensive and rapidly growing trend
Reflections from early-career researchers on the past, present and future of doctoral education
Towards a Global Core Value System in Doctoral Education, 2022
as the main implementor of the many facets of this dual project. Without Christian, who is a member of our editing team, his many special skills including IT expertise and the competent support of Barbara Dzaja, then Office and Faculty Assistant at BIGSSS, the workshop and conference would not have proceeded so smoothly and enjoyably. We are grateful to Professor Jonathan Jansen and Cyrill Walters from South Africa for making time to came to Hannover, Germany, where Jonathan delivered a memorable keynote speech which we include as the prologue to this book. Jonathan Jansen, who is a household name in South African political and educational circles, holds many roles as the first black (coloured) Vice-Chancellor of the University of the Free State, Distinguished Professor of Education at Stellenbosch University, current President of the Academy of Science of South Africa, author of numerous books and weekly columnist of a South African national newspaper. Our warm thank-you goes to the 41 workshop participants including 11 early-career researchers who gave freely and generously of their time before the workshop to collectively produce working papers and when it came to producing this book, who again big-heartedly responded to many e-mails and requests despite their busy lives as senior or junior professionals connected to doctoral education.
Doctoral Education in Changing Times: Perspectives and challenges
Environment-behaviour proceedings journal, 2023
Doctoral education is the highest level of study a university offers. There are regulations and requirements specific to the institution with an overlay of governmental directives associated with the degree. Recently, these regulations have become more stringent and directional in how the degree is conducted. While each institution is independent it is important that the skills, knowledge and insights are transferrable across institutions and jurisdictions. We have all experienced unforeseen challenges associated with the pandemic and related lockdowns. Doctoral education have been interrupted and disrupted with candidates, supervisors and universities having to reconsider research directions, practices and potential outcomes.
Drivers and Interpretations of Doctoral Education Today: National Comparisons
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.