The future of doctoral research challenges and opportunities
| Otros Autores: | , |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Routledge, Taylor & Francis Group
2021.
|
| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009820243606719 |
Tabla de Contenidos:
- 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.
