The curriculum question in doctoral education
Main Article Content
Abstract
The landscape of doctoral education has changed immensely during the last decades. Different transnational policies, different publics, different purposes and different academic careers all contribute to the need for a new understanding of this under-researched field. Our focus is on explicit curriculum analysis to undertake intentional and meaningful change, especially in terms of the processes and outcomes of doctoral education. We draw on research on doctoral education, as well as the emerging literature on early career researchers (ECRs) and on professional learning, and consider how the concept of curriculum can help us think differently about doctoral education, particularly in relation to processes and outcomes. Finally, we suggest a research agenda for developing the curricula of doctoral education.
Article Details
How to Cite
González-Ocampo, G., Kiley, M., Lopes, A., Malcolm, J., Menezes, I., Morais, R., & Virtanen, V. (2015). The curriculum question in doctoral education. Frontline Learning Research, 3(3), 23–38. https://doi.org/10.14786/flr.v3i3.191
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References
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Boud, D., & Lee, A. (Eds.). (2009). Changing practices of doctoral education. Abbingdon: Routledge.
Boud, D., & Tennant, M. (2006). Putting doctoral education to work: Challenges to academic practice. Higher Education Research & Development, 25(3), 293–306.
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Gardner, S. K. (2007). ‘I heard it through the grapevine’: Doctoral student socialization in chemistry and history. Higher Education, 54, 723–740.
Golde, C. M. (2005). The role of department and discipline in doctoral student attrition: Lessons from four departments. Journal of Higher Education, 76(6), 669–700.
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Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students' progress and outcomes. Studies in Higher Education, 30(5), 535–555.
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Kiley, M. (2014). Coursework in Australian doctoral education: What’s happening, why and future directions? Final report. Sydney: Office for Learning and Teaching.
Kot, F. C., & Hendel, D. D. (2012). Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: A comparative analysis. Studies in Higher Education, 37(3), 345-364.
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Lee, A., Brennan, M., & Green, B. (2009). Re-imagining doctoral education: Professional doctorates and beyond. Higher Education Research & Development, 28(3), 275–287.
Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757–770.
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McAlpine, L., Paulson, J., Gonsalves, A., & Jazvac-Martek, M. (2012). Untold doctoral stories in the social sciences: Can we move beyond cultural narratives of neglect?. Higher Education Research and Development, 31(4), 511–523.
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Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students research self-efficacy: Combining academic guidance with academic support. Higher Education Research & Development, 30(6), 791–805.
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Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal and brute. Mind, Culture and Activity, 16(1), 32-47.
Boden, D., Borrego, M., & Newswander, L. K. (2011). Student socialization in interdisciplinary doctoral education. Higher Education, 62(6), 741–755.
Boud, D., & Lee, A. (Eds.). (2009). Changing practices of doctoral education. Abbingdon: Routledge.
Boud, D., & Tennant, M. (2006). Putting doctoral education to work: Challenges to academic practice. Higher Education Research & Development, 25(3), 293–306.
Brennan, J., Edmunds, R., Houston, M., Jary, D., Lebeau, Y., Osborne, M., & Richardson, J. T. E. (2009). Improving what is learned at university: An exploration of the social and organisational diversity of University Education. London: Routledge.
Brew, A., & Peseta, T. (2004). Changing postgraduate supervision practice: A programme to encourage learning through reflection and feedback. Innovations in Education and Teaching International, 41(1), 5-22.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.
Calma, A., & Davies, M. (2015). Studies in higher education 1976-2013: A retrospective using citation network analysis. Studies in Higher Education, 40(1), 4-21.
Clandinin, D. J., & Connelly, F. M. (1995). Teacher’s professional knowledge landscapes. New York: Teachers College Press.
Clausen, T., Pohjola, M., Sapprasert, K., & Verspagen, B. (2012). Innovation strategies as a source of persistent innovation. Industrial and Corporate Change, 21(3), 553–585.
Colley, H., Hodkinson, P., & Malcolm, J. (2003). Formality and informality in learning: A report for the learning and skills research centre. London: LSRC.
Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A., & Yahia, M. (2011). The PhD factory. Nature, 472, 276-279.
Deem, R., & O’Brehony, K. (2000). Doctoral students’ access to research cultures: Are some more equal than others?. Studies in Higher Education 25 (2) 149-165.
Deleuze, G., & Guattari, F. (1980). Mille Plateaux: Capitalisme et schizophrénie. Paris: Minuit.
Economist (2010). The disposable academic: why doing a PhD is often a waste of time. The Economist, Dec 16.
Enders, J. (2002). Serving many masters: the PhD on the labour market, the everlasting need of inequality, and the premature death of Humboldt. Higher Education, 44, 493-517.
Enders, J. (2004). Research training and careers in transition: A European perspective on the many faces of the Ph.D. Studies in Continuing Education, 26(3), 419–429.
Eraut, M. (2000). Non-formal learning, implicit learning and tacit knowledge. In F. Coffield (Ed.), The necessity of informal learning (pp. 12-31). Bristol: Policy Press.
EUA (2007). Doctoral programmes in Europe’s universities: Achievements and challenges. Brussels: European Universities Association.
Fenwick, T., Edwards, R., & Sawchuk, P. (2012). Emerging approaches to educational research: Tracing the socio-material. London: Routledge.
Fenwick, T., & Nerland, M. (Eds.). (2014). Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities. London: Routledge.
Gardner, S. K. (2007). ‘I heard it through the grapevine’: Doctoral student socialization in chemistry and history. Higher Education, 54, 723–740.
Golde, C. M. (2005). The role of department and discipline in doctoral student attrition: Lessons from four departments. Journal of Higher Education, 76(6), 669–700.
Golding, C., Sharmini, S., & Lazarovitch, A. (2014). What examiners do: What thesis students should know. Assessment & Evaluation in Higher Education, 39(5), 563-576.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-45). New York: Macmillan.
Guerin, C. (2013). Rhizomatic research cultures, writing groups and academic researcher identities. International Journal of Doctoral Studies, 8, 137–150.
Hager, P., Lee, A., & Reich, A. (Eds.). (2012). Practice, learning and change: Practice-theory perspectives on professional learning. Springer.
Hartley, J. (2000). Nineteen ways to have a viva: Appendix 2. PsyPag Quarterly Newsletter, 35, 22-28.
Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students' progress and outcomes. Studies in Higher Education, 30(5), 535–555.
Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.
Jones, M. (2013). Issues in Doctoral studies: Forty years of journal discussion. Where have we been and where are we going?. International Journal of Doctoral Studies, 8(6), 83–104.
Kiley, M. (2009). Rethinking the Australia doctoral examination process. Australian Universities' Review, 51(2), 32-41.
Kiley, M. (2014). Coursework in Australian doctoral education: What’s happening, why and future directions? Final report. Sydney: Office for Learning and Teaching.
Kot, F. C., & Hendel, D. D. (2012). Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: A comparative analysis. Studies in Higher Education, 37(3), 345-364.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281.
Lee, A., Brennan, M., & Green, B. (2009). Re-imagining doctoral education: Professional doctorates and beyond. Higher Education Research & Development, 28(3), 275–287.
Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757–770.
Lopes, A. C. (2012). A qualidade da escola pública: Uma questão de currículo?. In M. Taborda, L. Faria Filho, F. Viana, N. Fonseca, & R. Lages (Orgs.), A qualidade da escola pública no Brasil (pp. 13-29). Belo Horizonte: Mazza Edições.
Lopes, A. C., & López, S. B. (2010). A performatividade nas políticas de currículo: O caso do ENEM. Educação em Revista, 26(1), 89-110.
Lopes, A. C., & Macedo, E. (2011). Contribuições de Stephen Ball para o estudo de Políticas de Currículo. In S. Ball & J. Mainardes (Orgs.), Políticas educacionais: Questões e dilemas (pp. 249-283). São Paulo: Cortez.
Lopes, A., & Pereira, F. (2012). Everyday life and everyday learning: The ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education, 35(1), 17-38.
Malfroy, J. (2005). Doctoral supervision, workplace research and changing pedagogic practices. Higher Education Research & Development, 24(2), 165-178.
Manathunga, C., Pitt, R., & Critchley, C. (2009). Graduate attribute development and employment outcomes: Tracking PhD graduates. Assessment & Evaluation in Higher Education, 34(1), 91–103.
Margolis, E., & Romero, M. (1998). The department is very male, very white, very old, and very conservative: The functioning of the hidden curriculum in graduate sociology departments. Harvard Educational Review, 68(1), 1-33.
McAlpine, L., & Emmioğlu, E. (2014). Navigating careers: Perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics. Studies in Higher Education, 1–17.
McAlpine, L., & Mckinnon, M. (2013). Supervision - the most variable of variables: Students perspectives. Studies in Continuing Education, 35(3), 265-280.
McAlpine, L., Amundsen, C., & Turner, G. (2013). Identity trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952-969.
McAlpine, L., Paulson, J., Gonsalves, A., & Jazvac-Martek, M. (2012). Untold doctoral stories in the social sciences: Can we move beyond cultural narratives of neglect?. Higher Education Research and Development, 31(4), 511–523.
Mills, D., & Paulson, J. (2014). Making social scientists, or not? Glimpses of the unmentionable in doctoral education. Learning and Teaching, 7(3), 73-97.
Morley, L., Leonard, D., & David, M. (2002). Variations in Vivas: Quality and equality in British PhD assessments. Studies in Higher Education, 27(3), 263-273.
Mullins, G., & Kiley, M. (2002). It's a PhD, not a Nobel Prize: How experienced examiners assess research theses. Studies in Higher Education, 27(4), 369–386.
Nelson, R. (2006). Practice-as-research and the problem of knowledge. Performance Research, 11(4), 105-116.
Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students research self-efficacy: Combining academic guidance with academic support. Higher Education Research & Development, 30(6), 791–805.
Pacheco, J. A. (1996). Currículo: Teoria e praxis. Porto: Porto Editora.
Pearson, M., Evans, T., & Macauley, P. (2008). Growth and diversity in doctoral education: Assessing the Australian experience. Higher Education, 55(3), 357-372.
Pearson, M., Kiley, M., Evans, T., Macauley, P., Palmer, N., & Pike, M. (2010). Pathways to the PhD in Australia: A symposium. In M. Kiley (Ed.), Quality in postgraduate research: Educating researchers for the 21st century (p. 285). Adelaide SA: CEDAM, The ANU.
Pitcher, R., & Åkerlind, G. S. (2009). Post-doctoral researchers’ conceptions of research: A metaphor analysis. International Journal for Researcher Development, 1(2), 160-172.
Print, M. (1987). Curriculum development and design. Sydney: Allen & Unwin.
Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the fit between doctoral students and ‘supervisors’ perceptions of resources and challenges vis-a-vis the doctoral journey. International Journal of Doctoral Studies, 7, 395–414.
Pyhältö, K., Stubb, J., & Lonka, K. (2009). Developing scholarly communities as learning environments for doctoral students. International Journal for Academic Development, 14(3), 221-232.
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