Changing practices of doctoral education / edited by David Boud and Alison Lee.

Format:

Book

Contributor:

Boud, David.

Lee, Alison, 1952-

Language:

English

Subjects (All):

Doctor of philosophy degree.

Universities and colleges--Graduate work.

Universities and colleges.

Physical Description:

xii, 260 pages ; 24 cm

Place of Publication:

London ; New York : Routledge, 2009.

Summary:

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; and 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, Changing Practices of Doctoral Education draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education.

Contents:

2 Framing doctoral education as practice / Alison Lee, David Boud 10

Why focus on practice 12

Knowledge production and the knowledge economy 16

Doctoral graduates as 'advanced knowledge workers' 18

Changing practices of doctoral work 20

Part I Disciplinarity and change 27

3 Converging paradigms for doctoral training in the sciences and humanities / Laura Jones 29

Collaboration 33

Independence 38

Looking forward 40

4 Disciplinary voices: a shifting landscape for English doctoral education in the twenty-first century / Lynn Mcalpine, Anthony Pare, Doreen Starke-Meyerring 42

How this account was developed 43

The department: an outpost of the discipline 43

The lived experience: mirroring the larger context 47

The shifting landscape of knowledge production 48

Co-constructing a discipline, a program and a process: the way forward? 49

5 The doctorate as curriculum: a perspective on goals and outcomes of doctoral education / Rob Gilbert 54

Concerns about the doctorate 54

The doctorate as curriculum 55

Types of knowledge 58

The language of intent in the doctoral curriculum 59

The language of assessment in the doctoral curriculum 61

The intended and assessed curriculum compared 64

Part II Pedagogy and learning 69

6 Enhancing the doctoral experience at the local level / Diana Leonard, Rosa Becker 71

A review of the literature on the doctoral experience 71

The university-wide context of the doctoral experience 73

The impact of the academic unit context on the doctoral experience 75

7 Writing for the doctorate and beyond / Alison Lee, Claire Aitchison 87

A literacy crisis in doctoral programs or a new agenda for writing? 88

What do we know about doctoral writing? 90

Changing demands require new approaches 93

8 PhD education in science: producing the scientific mindset in biomedical sciences / Margot Pearson, Anna Cowan, Adrian Liston 100

Issues in PhD science education 100

Working with the tensions: supervisor and student expectations and priorities 102

Working with the tensions in practice - doing science 104

A learning curriculum in the biomedical sciences 108

9 Representing doctoral practice in the laboratory sciences / Jim Cumming 113

What do we know about doctoral practice in the laboratory sciences? 114

A case narrative about doctoral practice in molecular biology 116

To what extent does the case narrative validate or challenge the orthodox view of doctoral practice in the laboratory sciences? 120

Reflections on the representation of doctoral practice in the laboratory sciences 122

10 Supervision development and recognition in a reflexive space / Angela Brew, Tai Peseta 126

An institutional program for supervision development 127

Why reflexivity? Setting the theoretical framework 129

Moving towards a more theorised position 134

Part III New forms of doctorate 141

11 Specialised knowledge in UK professions: relations between the state, the university and the workplace / David Scott, Andrew Brown, Ingrid Lunt, Lucy Thorne 143

Sites of knowledge 147

Engineering doctorates 148

Education doctorates 151

12 Projecting the PhD: architectural design research by and through projects / Brent Allpress, Robyn Barnacle 157

Research education context 157

On the differences between research by project and thesis 159

Disciplinary ways of knowing 160

Architectural research by project 161

Reflective practice 162

The role of exegesis 163

Examination 164

Dissemination 165

Institutional economies 166

Literature on the field 167

13 Building doctorates around individual candidates' professional experience / Carol Costley, John Stephenson 171

An example of a DProf programme 172

Ongoing research and evaluation 178

Emerging propositions and implications 180

Part IV Policy and governance 187

14 Doctoral education in risky times / Erica McWilliam 189

What does performative mean? 189

Performing (risk) management 191

Risk and audit 193

Risk 'events' 195

Performing doctoral education 198

15 New challenges in doctoral education in Europe / Alexandra Bitusikova 200

Achievements 202

Challenges 206

16 Policy driving change in doctoral education: an Australian case study / Ruth Neumann 211

The policy context 212

Doctoral education in practice 213

17 Regulatory regimes in doctoral education / Mark Tennant 225

Some drivers of risk management 226

The code of practice - UK 228

Recent Australian experience 231

18 Challenging perspectives, changing practices: doctoral education in transition / Bill Green 239

Knowledge, research and the doctorate: a world in motion 239

(Re)turning to education 241

Practice theory and doctoral studies 244.

Notes:

Includes bibliographical references and index.

ISBN:

9780415442695

0415442699

9780415442701

0415442702

OCLC:

166379403