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The future of doctoral research : challenges and opportunities
- Available as
- Physical
Details
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- Creator
- edited by Anne Lee and Rob Bongaardt
- Format
- Books
- Language
- English
- Contributors
- Publication
-
- 1st ed
- London ; New York : Routledge, Taylor & Francis Group, 2021
- Physical Details
-
- 1 online resource (385 pages)
- ISBNs
- 9781000330434, 1003015387, 0367858495, 9781003015383, 9780367858476, 9780367858490, 9781000330595, 1000330435, 0367858479
- OCLC
- on1192304280
- Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- List of Contributors -- Foreword -- Acknowledgements -- Introduction: The Global Knowledge Economy -- Part I Doctoral Research in the Changing University -- 1 The Changing Face of Doctoral Education -- Conceptual and Theoretical Issues -- A Short History of the Proliferation of the Doctorate -- Type and Format of the Doctorate -- Assessment of the Doctorate -- Quality and Standards of the Doctorate -- Destinations of Doctoral Graduates -- Conclusion: Decision Time for the Doctorate? -- References -- 2 Agency in Doctoral Education: Towards Graduate School Cohesion and a Heightened Societal Awareness -- Doctoral Student Agency -- Doctoral Supervisor Agency -- Graduate School Leadership -- Conclusion: Graduate School Cohesion and Societal Awareness -- References -- 3 Doctoral Reform for the 21st Century -- The Development of Attributes Needed in the 21st Century -- A Model for Integrative Reform: the UBC Public Scholars Initiative -- Many Students Are Yearning for the Legitimization of Their Passions to Make a Difference, and the Means to Achieve That -- The Growing Professional Identities of Many Doctoral Students Are Often Not Supported in Traditional Academic Environments, Or Are Sometimes Actively Stifled -- The Academy Is Somewhat Divided in Its Acceptance of Broadened Forms of Scholarship -- While Such Research Can Help Students Feel Better Prepared for Careers Outside the Academy, It Also Can Have the Effect of Igniting Or Re-Igniting a Desire to Pursue an Academic Career -- Research That Involves Different Perspectives, Disciplines, Collaborators, and Methodologies Can Have a More Profound Impact, Depth, and Nuance Than More Conventional Research -- The National View -- Other Avenues for Integrative Reform -- Conclusions
- References -- 4 Is It Time for a Central Campus Office to Ensure Quality in Doctoral Education in the 21st Century? -- Definition of Pertinent Terms -- United States -- History -- Organizational Structure -- Europe -- A Graduate Division's Basic Functions and Roles -- Functions -- Roles of Graduate Deans -- Changes to Forms of Doctoral Education and Student Numbers -- Quality Assurance Coordination -- Initiator and Catalyst for Intellectual Innovation -- Interdisciplinary and Inter-Institutional Doctoral Education and Training -- Increasing International Research and International Doctoral Students -- Supervision and Mentoring -- Professional Development and Career Support of Doctoral Candidates -- Ethics Training -- Institutional Research Unit -- Inclusive (Post)graduate Community Builder -- Conclusion -- Notes -- References -- 5 Mind the Gap: A Description of US Doctoral Education, Challenges, and the Skills Gap -- The Face of Doctoral Education Today -- Job Market for PhDs -- Where Are They Employed? -- Funding, Level of Debt, and Time to Degree -- Doctoral Training -- Training Challenges for Doctoral Recipients -- Challenges for Careers in Business and Government -- Need to Train to Teach -- Need for Mental Health and Intellectual Support -- Changing Types of Faculty Positions -- Recommendations -- Bridging the Research-teaching Gap -- Meeting the Challenge of a More Diverse Student Population -- Conclusion -- References -- 6 Working Towards Future Epistemic Justice: Incorporating Transcultural and Indigenous Knowledge Systems in Doctoral Education -- Our Standpoints -- Postcolonial/decolonial Theoretical Positioning -- Epistemic Justice -- Decolonising Doctoral Education -- Indigenous Languages, Theories and Knowledge Protocols -- Southern, Transcultural and Indigenous Concepts, Proverbs Or Wisdom
- Involvement of Elders, Traditional Knowledge Holders and Community Members -- Respect for the Role of Ancestors and Spiritual Knowledge -- Examination Processes -- Practical Strategies for Doc Supervisors for Epistemic Justice in Doc Education -- Conclusion: an Invitation … -- References -- Part II Collaborations and Funding -- 7 Trust Within Capacity Building for the Development of Supervision Training: A Case Study of Sweden and Mozambique -- The Concept of Trust -- Previous Research -- Case Presentation -- The Context: Eduardo Mondlane University in Mozambique -- The Case: a Supervision Training Subcomponent -- Method and Empirical Material -- Results -- The Land of Interpretations -- Suspension: a Leap of Faith -- The Land of Expectations -- Concluding Discussion -- References -- 8 Identifying Key Factors in Successful Bidding for Doctoral Training -- Applying to Lead a Centre for Doctoral Training -- Features of the Call -- University of Bristol Approach -- Key Factors in Successful Bids -- Articulating Areas of Skills Deficit in the Global Doctoral Graduate Market -- Preparation for an Agile Future -- Innovation in an Integrated Training Programme -- Interdisciplinarity -- Cross-cohort Training in Responsible Innovation -- Strategic Partnerships With External Organisations -- Conclusion -- Notes -- References -- 9 The Interplay Between Policy and Funding -- Background -- Wellcome and PhD Training: a Brief History -- Wellcome's 2017 Review of UK Biomedical PhD Training -- Methods -- Review Findings -- Conclusions -- References -- 10 Doctoral Education in Norway and Inter-Institutional Collaboration Within Doctoral Education: A Case Study -- Western Norway Graduate School of Educational Research II -- WNGER II and the "Silent Revolution" of Doctoral Education in Norway -- Method -- Preliminary Findings -- Discussion -- Limitations -- Notes
- References -- 11 Paving the Way for Healthy and Empowering Working Environments: A Joint Action of Institutes, Early Career Researchers (ECRs) and Funders -- Doctoral Training and Career Development Services: the Current State of the Art -- Bottom-up Initiatives to Shape and Strengthen Both Doctoral Training and Career Development Services -- Sustainable Implementation of Doctoral Training and Career Development Services Through Long-Term Collaborative Actions -- The Integrative Model -- Conclusion -- Notes -- References -- Part III Doctoral Researchers' Perspectives -- 12 Professionalising Doctoral Education -- Professionalisation of Structures -- Reform On the Way -- Structured Doctoral Programmes -- The Establishment of Doctoral Schools -- Professionalisation of Staff -- Management of Doctoral Schools -- Supervision -- Specialised Support -- Conclusion and Outlook for the Future -- References -- 13 Supporting Supervisors in Promoting Doctoral Researchers' Mental Health and Wellbeing -- A Doctoral Project-For-Life -- Five Domains of Mental Health Challenges -- The Functional Domain -- The Enculturation Domain -- The Critical Thinking Domain -- The Emancipation Domain -- The Relationship Domain -- Transforming Conflict as Enabling Mental Health -- Awareness -- Conclusion -- References -- 14 PhD Candidates as Informal Caregivers in the Netherlands -- Methods -- Study Design -- Online Questionnaire -- Semi-structured Interviews -- Data Collection -- Data Analysis Methods -- Questionnaire -- Interviews -- Results -- Prevalence of Informal Care -- Caregiving Activities -- Work Strategies: Combination PhD Project and Informal Care Activities -- Role of Supervisor -- Impact Informal Care On Mental Health -- Mental Health: Regression Results From Survey -- Mental Health: Results From Interviews -- Impact of Informal Care On Doctoral Progress and Retention
- PhD Progress -- Intentions to Quit Doctoral Education -- Discussion -- Summary of the Results -- Comparison of the Results to Previous Studies and Theories -- Conclusions and Implications -- Main Conclusions Offering New Scientific Knowledge -- Implications for Practice -- References -- 15 What Makes English Flow and Why?: Understanding the Cultural Difficulties Facing Novice Postgraduate Second-Language Writers in English -- And There's the Rub! -- Back to Basics: What Makes English Tick? -- Rhetorical Heritage -- Writer-responsibility -- Low Context -- Linearity -- Caveat -- Conclusion -- References -- 16 Doctoral Students as Early Career University Teachers: What Hinders and What Helps Them to Embrace the Essentials of Good Teaching? -- Barriers to and Catalysts of the Successful Completion of ED Courses -- The Design of the Course -- Methods -- Results and Discussion -- Learning-centredness -- Factors Influencing Transfer From ED Courses: Barriers -- Facilitating Transfer of Knowledge and Skills From Courses: the SOTL Approach -- Conclusion -- References -- 17 Networks as Learning Environments for Doctoral Education -- Networked Doctoral Education? -- Story One: The Thesis Whisperer - Seeking Advice From the Crowd -- In the Comments Section, Everyone Can Hear You Scream -- Story Two: Mobility, Connection and the DoctoralWriting Blog -- Blogging and Connection -- Future Connections in the Mobile, Digital Academy -- Story Three: Connectivity and Contemporary Doctoral Writing Practices -- Writing in the Network -- Conclusion: the Future of Doctoral Education (Re)imagined With Connectivist Thinking -- References -- Part IV Doctoral Supervisors' Perspectives -- 18 What Influences How We Supervise? -- Discipline-specific Focus Group Sessions -- Proposed Model of Influences On Doctoral Supervision -- Experience: Own and Previous Supervisions
- Expectations, Regulations and Requirements