Changing practices of doctoral education

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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.

David Boud and Alison LeeAlison Lee and David BoudLaura JonesLynn Mcalpine and Anthony Paré and Doreen Starke-MeyerringRob GilbertDiana Leonard and Rosa BeckerAlison Lee and Claire AitchisonMargot Pearson and Anna Cowan and Adrian ListonJim CummingAngela Brew and Tai PesetaDavid Scott and Andrew Brown and Ingrid Lunt and Lucy ThorneBrent Allpress and Robyn BarnacleCarol Costley and John StephensonErica McWilliamAlexandra BitusikovaRuth NeumannMark TennantBill Green

List of figures and tables	p. x
List of contributors	p. xi
1 Introduction	p. 1
2 Framing doctoral education as practice	p. 10
Why focus on practice	p. 12
Knowledge production and the knowledge economy	p. 16
Doctoral graduates as 'advanced knowledge workers'	p. 18
Changing practices of doctoral work	p. 20
Conclusion	p. 22
Part I Disciplinarity and change	p. 27
3 Converging paradigms for doctoral training in the sciences and humanities	p. 29
Collaboration	p. 33
Independence	p. 38
Looking forward	p. 40
4 Disciplinary voices: a shifting landscape for English doctoral education in the twenty-first century	p. 42
How this account was developed	p. 43
The department: an outpost of the discipline	p. 43
The lived experience: mirroring the larger context	p. 47
The shifting landscape of knowledge production	p. 48
Co-constructing a discipline, a program and a process: the way forward?	p. 49
5 The doctorate as curriculum: a perspective on goals and outcomes of doctoral education	p. 54
Concerns about the doctorate	p. 54
The doctorate as curriculum	p. 55
Types of knowledge	p. 58
The language of intent in the doctoral curriculum	p. 59
The language of assessment in the doctoral curriculum	p. 61
The intended and assessed curriculum compared	p. 64
Part II Pedagogy and learning	p. 69
6 Enhancing the doctoral experience at the local level	p. 71
A review of the literature on the doctoral experience	p. 71
The university-wide context of the doctoral experience	p. 73
The impact of the academic unit context on the doctoral experience	p. 75
Concluding comments	p. 82
7 Writing for the doctorate and beyond	p. 87
A literacy crisis in doctoral programs or a new agenda for writing?	p. 88
What do we know about doctoral writing?	p. 90
Changing demands require new approaches	p. 93
Conclusion	p. 96
8 PhD education in science: producing the scientific mindset in biomedical sciences	p. 100
Issues in PhD science education	p. 100
Working with the tensions: supervisor and student expectations and priorities	p. 102
Working with the tensions in practice - doing science	p. 104
A learning curriculum in the biomedical sciences	p. 108
Conclusion	p. 110
9 Representing doctoral practice in the laboratory sciences	p. 113
What do we know about doctoral practice in the laboratory sciences?	p. 114
A case narrative about doctoral practice in molecular biology	p. 116
To what extent does the case narrative validate or challenge the orthodox view of doctoral practice in the laboratory sciences?	p. 120
Reflections on the representation of doctoral practice in the laboratory sciences	p. 122
Conclusion	p. 124
10 Supervision development and recognition in a reflexive space	p. 126
An institutional program for supervision development	p. 127
Why reflexivity? Setting the theoretical framework	p. 129
Moving towards a more theorised position	p. 134
Conclusion	p. 138
Part III New forms of doctorate	p. 141
11 Specialised knowledge in UK professions: relations between the state, the university and the workplace	p. 143
Sites of knowledge	p. 147
Engineering doctorates	p. 148
Education doctorates	p. 151
Conclusion	p. 154
12 Projecting the PhD: architectural design research by and through projects	p. 157
Research education context	p. 157
On the differences between research by project and thesis	p. 159
Disciplinary ways of knowing	p. 160
Architectural research by project	p. 161
Reflective practice	p. 162
The role of exegesis	p. 163
Examination	p. 164
Dissemination	p. 165
Institutional economies	p. 166
Literature on the field	p. 167
Conclusion	p. 168
13 Building doctorates around individual candidates' professional experience	p. 171
An example of a DProf programme	p. 172
Ongoing research and evaluation	p. 178
Emerging propositions and implications	p. 180
Conclusion	p. 183
Part IV Policy and governance	p. 187
14 Doctoral education in risky times	p. 189
What does performative mean?	p. 189
Performing (risk) management	p. 191
Risk and audit	p. 193
Risk 'events'	p. 195
Performing doctoral education	p. 198
15 New challenges in doctoral education in Europe	p. 200
Achievements	p. 202
Challenges	p. 206
Conclusion	p. 209
16 Policy driving change in doctoral education: an Australian case study	p. 211
The policy context	p. 212
Doctoral education in practice	p. 213
Conclusion	p. 221
17 Regulatory regimes in doctoral education	p. 225
Some drivers of risk management	p. 226
The code of practice - UK	p. 228
Recent Australian experience	p. 231
Concluding comments	p. 235
Part V Reflections	p. 237
18 Challenging perspectives, changing practices: doctoral education in transition	p. 239
Knowledge, research and the doctorate: a world in motion	p. 239
(Re)turning to education	p. 241
Practice theory and doctoral studies	p. 244
Notes	p. 249
Index	p. 251

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