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Abstract: Doctoral Education Studies, particularly in its North American manifestations, emphasizes quantitative methods. The resulting research is empirical and occasionally empiricist. The challenges revealed through this mode of research is that the highly ideological, volatile environment of higher education is flattened, framed and justified. My research offers an alternative view and perspective of doctoral education through a post-empirical, theoretical article. Within my piece, the PhD and doctoral supervision are framed by the post-Global Financial Crisis to understand the very specific – and volatile – context for research and research training. http://ijsses.org/wp-content/uploads/2016/09/Volume-3-Issue-1.pdf
Teacher Development
Doctoral education: research-based strategies for doctoral students, supervisors and administrators2014 •
2020 •
Building on examples from post-socialist Central Europe, this article addresses changes in European higher education policy and examines the 'paradoxical effect' (Foucault 2008) of neoliberal educational reforms on the doctoral level. We consider how economically driven policies oriented at building Europe's knowledge economy and market effectiveness, created possibilities for subjectification related to the extension of individual freedom – an aspect of neoliberalism that Foucault juxtaposed to other forms of governmentality. Drawing on our positioning as doctoral supervisors in the Polish and Czech academia during the period of intensive institutional restructuring, we illustrate how European higher education reforms opened the doors of doctoral education to practitioners-doctoral researchers who found themselves in the unique position bring critical perspectives to illuminate covert socio-economic and political mechanisms of their practice. We consider the potential o...
Teaching in Higher Education
New directions in doctoral programmes: bridging tensions between theory and practice?2019 •
Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
Editorial: Structuring Doctoral Education2017 •
2020 •
The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This paper explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organizational, and conceptual vagueness; tensions embedded in the theorypractice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of doctora...
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