This fascinating book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. Questions are posed about the purposes of doctoral study and how it is changing.
This fascinating book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. Questions are posed about the purposes of doctoral study and how it is changing.
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.
Inhaltsangabe
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 21st 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
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 21st 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
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