This book explores the future of doctoral research and what it means to be involved in all stages of the process, providing international insights into what’s changing, why it’s changing and how to work best with these changes. It looks at the key issues that have been thrown into sharp relief by crises such as world pandemics.
Drawing on work from outstanding authors, this book shows the ways in which the doctoral process has altered the supervisor/supervisee model and the challenges that now need to be managed, and demonstrates the importance of aligning all the stakeholders, systems and processes to ensure a successful future for doctoral education. Bringing together a range of perspectives, innovative practices and rigorous research, this book tackles topics such as:
- how doctoral research changes in keeping with the global expansion and transformation of doctoral education programmes
- the significant influence funding bodies – be they charities, governments, businesses or non-governmental agencies – can have on doctoral research
- the extent to which doctoral research penetrates daily life and vice versa
- how to encourage and embed an ethical approach to research, as well as university responses to external challenges
Uniquely international and bringing together the many stakeholders in the research business, this book is essential reading for all doctoral supervisors, candidates and anyone involved in designing or organising research programmes for early career researchers and doctoral students.
Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Table of Contents:
PART 1: DOCTORAL RESEARCH IN THE CHANGING UNIVERSITY 1. The Changing Face of Doctoral Education 2. Agency in Doctoral Education: Towards Graduate School Cohesion and a Heightened Societal Awareness 3. Doctoral Reform For The 21st Century 4. Is It Time for a Central Campus Office to Ensure Quality in Doctoral Education in the 21st Century? 5. Mind The Gap: A Description Of US Doctoral Education, Challenges, And The Skills Gap 6. Working Towards Future Epistemic Justice: Incorporating Transcultural And Indigenous Knowledge Systems In Doctoral Education PART II: COLLABORATIONS AND FUNDING 7. Trust Within Capacity Building For The Development Of Supervision Training: A Case Study Of Sweden And Mozambique 8. Identifying Key Factors in Successful Bidding for Doctoral Training 9. The Interplay Between Policy and Funding 10. Doctoral Education in Norway and Inter-institutional Collaboration Within Doctoral Education – A Case Study 11. Paving The Way For Healthy And Empowering Working Environments; A Joint Action Of Institutes, Early-Career Researchers (ECRs) And Funders PART III: DOCTORAL RESEARCHERS’ PERSPECTIVES 12. Professionalising Doctoral Education 13. Supporting Supervisors In Promoting Doctoral Researchers’ Mental Health And Wellbeing 14. PhD Candidates As Informal Caregivers In The Netherlands 15. What Makes English Flow and Why? Understanding The Cultural Difficulties Facing Novice Postgraduate Second Language Writers in English 16. Doctoral Students as Early Career University Teachers. What Hinders and What Helps Them to Embrace the Essentials of Good Teaching? 17. Networks As Learning Environments For Doctoral Education Part IV: DOCTORAL SUPERVISORS’ PERSPECTIVES 18. What Influences How We Supervise? 19. Towards a Framework for the Recognition of Good Supervisory Practice 20. Integration Of Doctoral Supervisor Courses In The Research Culture – A Socio-Cultural Approach 21. Action Learning As Means For Supervisor Development 22. Doctoral Examiners’ Judgements: Do Examiners Agree On Doctoral Attributes And How Important Are Professional And Personal Characteristics? 23. Enhancing The Doctorate At ETH Zurich: Towards A New Organisational Culture: A Qualitative Data Analysis Of The ETH "Doctoral Supervision Symposium" 2019 Part V: ETHICS AND ACCOUNTABILITY 24. How Research On Ethics In Doctoral Supervision Can Inform Doctoral Education Policy 25. Specialist Courses in Research Ethics: More Important Now Than They Used To Be? 26. Research Integrity Training For Early Career Researchers 27. Supporting Students To Complete Their Doctorate
About the Author :
Anne Lee is a Research Fellow at the University of Bristol, UK and was formerly Associate Professor at the University of Stavanger in Norway. Her books are widely used by supervisors. Her Successful Research Supervision (2nd ed.) and the companion volume, Successful Research Projects, were both published in 2020 by Routledge.
Rob Bongaardt is a Professor of Mental Health at the University of South-Eastern Norway, where he leads this university’s doctoral supervision training programme. He has also offered supervisor training programmes in Europe, Asia and Africa.
Review :
"A key context for this book is the massification of doctoral education and the consequence that many countries’ higher education systems now produce more PhD graduates than there are academic jobs available. Much of the book deals with the issue of how universities can best reform their doctoral training to equip graduates to thrive in and beyond academia. This edited collection contains 27 chapters informed by reviews of existing literature and/or the authors’ own empirical research, using a variety of methodologies: questionnaires, interviews, focus groups, classroom observations and analysis of written responses to training activities. Many authors are engaged in the development and delivery of formal programmes for students as well as supervisors. Other contributors range from current PhD students to senior managers in higher education. These stakeholders, along with research funders and government policy-makers, will be the audiences for this volume."
- Sarah Olive, Educational Review
