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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.
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.
作者簡介
David Boud is Dean of the University Graduate School and Professor of Adult Education at the University of Technology, Sydney, Australia. He has written widely on teaching, learning and assessment in higher and professional education and workplace learning.
Alison Lee is Professor of Education in the Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia. She has researched extensively in doctoral education, including professional doctorate research, supervision and doctoral writing.
Alison Lee is Professor of Education in the Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia. She has researched extensively in doctoral education, including professional doctorate research, supervision and doctoral writing.
目次
1. Introduction.
David Boud and Alison Lee
2. Framing doctoral education practice.
Alison Lee and David Boud
Section I. Disciplinarity and change
3. Converging paradigms for doctoral training in the sciences and humanities.
Laura Jones
4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century.
Lynn McAlpine, Anthony Paré and Doreen Starke-Meyerring
5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education.
Rob Gilbert.
Section II. Pedagogy and learning
6. Enhancing the doctoral experience at the local level
Diana Leonard and Rosa Becker
7. PhD education in science: producing the scientific mindset in biomedical sciences.
Margot Pearson, Anna Cowan and Adrian Liston
8. Writing for the doctorate and beyond.
Alison Lee and Claire Aitchison
9. Representing doctoral practice in the laboratory sciences.
Jim Cumming
10. Supervisor development and recognition in a reflexive space
Angela Brew and Tai Peseta
Section III. New forms of doctorate
11. Specialised knowledge in UK professions: relations between the state, the university and the workplace,
David Scott, Andrew Brown, Ingrid Lunt and Lucy Thorne
12. Projecting the PhD: Architectural design research by and through projects.
Brent Allpress and Robyn Barnacle
13. Building doctorates around individual candidates’ professional experience.
Carol Costley and John Stephenson
Section IV. Policy and governance
14. Doctoral education in risky times.
Erica McWilliam,
15. New challenges in doctoral education in Europe.
Alexandra Bitusikova
16. Policy driving change in doctoral education: an Australian case study.
Ruth Neumann
17. Regulatory regimes in research education.
Mark Tennant
Section V. Reflections
18. Changing perspectives, changing practices: doctoral education in transition
Bill Green
David Boud and Alison Lee
2. Framing doctoral education practice.
Alison Lee and David Boud
Section I. Disciplinarity and change
3. Converging paradigms for doctoral training in the sciences and humanities.
Laura Jones
4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century.
Lynn McAlpine, Anthony Paré and Doreen Starke-Meyerring
5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education.
Rob Gilbert.
Section II. Pedagogy and learning
6. Enhancing the doctoral experience at the local level
Diana Leonard and Rosa Becker
7. PhD education in science: producing the scientific mindset in biomedical sciences.
Margot Pearson, Anna Cowan and Adrian Liston
8. Writing for the doctorate and beyond.
Alison Lee and Claire Aitchison
9. Representing doctoral practice in the laboratory sciences.
Jim Cumming
10. Supervisor development and recognition in a reflexive space
Angela Brew and Tai Peseta
Section III. New forms of doctorate
11. Specialised knowledge in UK professions: relations between the state, the university and the workplace,
David Scott, Andrew Brown, Ingrid Lunt and Lucy Thorne
12. Projecting the PhD: Architectural design research by and through projects.
Brent Allpress and Robyn Barnacle
13. Building doctorates around individual candidates’ professional experience.
Carol Costley and John Stephenson
Section IV. Policy and governance
14. Doctoral education in risky times.
Erica McWilliam,
15. New challenges in doctoral education in Europe.
Alexandra Bitusikova
16. Policy driving change in doctoral education: an Australian case study.
Ruth Neumann
17. Regulatory regimes in research education.
Mark Tennant
Section V. Reflections
18. Changing perspectives, changing practices: doctoral education in transition
Bill Green
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