Changing Practices of Doctoral Education

ISBN-13: 9780415442695 / Angielski / Twarda / 2008 / 260 str.

David Boud;ALISON LEE

Opis

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work.

New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and departments can best respond to the increasing demands that are being made.

Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book

• acquaints the readers with new international trends in doctoral education
• identifies new practices in supervision, research, teaching and learning
• enables practitioners of doctoral education to contribute to the debates and help shape new understandings
• questions the purposes of doctoral study and how they are changing
• considers the balance between equipping students as researchers and the conduct of original research

Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education.

Spis treści

1.Introduction. 2. Framing doctoral education practice. Section I. Disciplinarity and change 3. Converging paradigms for doctoral training in the sciences and humanities. 4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21^st century. 5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education. Section II. Pedagogy and learning 6. Enhancing the doctoral experience at the local level 7. PhD education in science: producing the scientific mindset in biomedical sciences. 8. Writing for the doctorate and beyond. 9. Representing doctoral practice in the laboratory sciences. 10. Supervisor development and recognition in a reflexive space Section III. New forms of doctorate 11. Specialised knowledge in UK professions: relations between the state, the university and the workplace 12. Projecting the PhD: Architectural design research by and through projects. 13. Building doctorates around individual candidates’ professional experience. Section IV. Policy and governance 14. Doctoral education in risky times 15. New challenges in doctoral education in Europe. 16. Policy driving change in doctoral education: an Australian case study. 17. Regulatory regimes in research education. Section V. Reflections 18. Changing perspectives, changing practices: doctoral education in transition