The curriculum question in doctoral education

Main Article Content

Gabriela González-Ocampo
Margaret Kiley
Amélia Lopes
Janice Malcolm
Isabel Menezes
Ricardo Morais
Viivi Virtanen


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.
Author Biographies

Margaret Kiley, The Australian National University Canberra, Australia

Research School of Humanities and the Arts

Amélia Lopes, University of Porto, Portugal

CIIE (Centre for Educational Research and Intervention), Department of Education, Professor

Janice Malcolm, Centre for the Study of Higher Education, University of Kent, UK

Reader in Higher Education

Ricardo Morais, Universidade Católica Portuguesa (Porto), Portugal

School of Economics and Management, Assistant Professor

Viivi Virtanen, University of Helsinki, Finland

The Faculty of Biological and Environmental Sciences, Senior lecturer in university pedagogy


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