Global perspectives on structured research training in doctorates of design – what do we value?

Melles, Gavin

doi:10.1016/j.destud.2008.09.003

Cited by 12 publications

(11 citation statements)

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“…A growth in doctoral programmes in design globally (e.g. Melles 2009) and a greater acceptance for practice-based knowledge in research have also been a global trend.…”

Section: Discussionmentioning

confidence: 98%

“…One development has been the creation of practice-basedor sometimes called professional -doctorates in design and the visual arts. One might argue that the reintroduction of 'professionalism' via these doctorates (see Melles 2009) is an attempt to deal with the debatable status of these fields as professions, as noted above. Laing and Brabazon (2007) point to the potential confusion surrounding these new doctorates in relation to the creative arts:…”

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confidence: 96%

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Art, media and design research and practice: views of educators in a ‘new’ Australian university

Melles

2011

Research in Post-Compulsory Education

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During the late 1980s and early 1990s further and higher education in the UK and Australia underwent restructuring, bringing institutional mergers and the transformation of institutes of technology and colleges of education into 'new' universities. Vocational fields, including the creative arts and industries of design and film, came into the higher education sector and had to now adjust their vocational creative focus to include research. The development of a research culture was pursued through a range of strategies, including the 'doctoring' of staff, the development of 'creative' practice-based alternatives to traditional PhDs and research outputs, and the recruitment of research-qualified academics from other fields. This qualitative study based on semi-structured interviews conducted over 2006-2007 examined research views and aspirations of 53 full-time and part-time lecturers in design, media and arts fields in an Australian university of technology. Drawing on concepts from Gee's D/discourse analysis, this paper explores how visual arts (design and media) educators' positions regarding research are informed by their identities in communities of practice. Employing a constructivist grounded theory approach; interview analysis suggests that conflicting discourses around practice, profession, industry, and research in practitioner and academic communities of practice present significant challenges to identities in these fields.

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“…A growth in doctoral programmes in design globally (e.g. Melles 2009) and a greater acceptance for practice-based knowledge in research have also been a global trend.…”

Section: Discussionmentioning

confidence: 98%

mentioning

confidence: 96%

Art, media and design research and practice: views of educators in a ‘new’ Australian university

Melles

2011

Research in Post-Compulsory Education

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“…Besides the basic goal of producing new knowledge, the PhD research has a narrower and more specific purpose to produce the "trained researchers" or "licensed" independent researchers 1 [8,[12][13][14][15] . 1 Considering research training as the basic nature of PhD already implies the position taken in this paper is in favor of US model of PhD.…”

Section: Research-based Phdmentioning

confidence: 99%

“…Three international "Doctoral Education in Design" conferences [22][23][24] , one "Design plus Research" symposium [25] and several special issues in design journals [e.g. 15,26] Table 1 [14,16,26,27] , i.e.…”

Section: Doctoral Degrees In Design Educationmentioning

confidence: 99%

PhD in design: a reflection from a PhD student and his supervisor

Jiang

Yen

2009

2009 IEEE 10th International Conference on Computer-Aided Industrial Design &Amp; Conceptual Design

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IntroducationDesign-related doctorate education in Chinese universities and colleges is a recent phenomenon. The topics, like the nature of Design PhD and the procedure to achieve it, are under-discussed [2,3] . This paper reports a PhD student's personal experience and reflection in order to bring some external materials into the discussion of PhD Programs in design sections in Chinese context. This paper begins with the theoretical discussion of PhD study in general and in design programs, then a specific PhD case in industrial design will be introduced. Theoretical Discussion in Doctorate ResearchResearch, in general, means investigation and inquiry into people and/or things [4,5] . There are various types of research, ranging from "repeated searching" (original emphasis in Krippendorff's term [6] ) for some information, i.e. merely intelligence gathering, at one extreme to NobelPrize awarded projects at the other [7] . Phillips and Pugh [8] did not agree purely information collection (i.e. "what" questions in their term) as research. They argued that research should go beyond description and require analysis, explanation and interpretations; in other words, research should deal with the "why" questions and, to some extent, generalization. Lawson [9] echoed that research should contribute to the understanding of involving "a process of interpretation and extension beyond the mere acquisition of facts or knowledge" (p. 111).Frayling [5] distinguished the research with a small r and big R which is adopted by this paper to resolve the epistemological conflicts with what is research. Research could either be informal and loose-defined inquiry, i.e.research with a small r, or systematic and rigorous inquiry often with a well-defined plan in advance, i.e. research with a big R. In academic field, research scholars mostly deal with the latter type of research, which is undertaken to produce reliable and communicable knowledge. Purposive, inquisitive, informed, systematic, methodically rigorous, critical and reflective, and communicable are some keywords identified to characterize of academic research [1,10] . In general, a piece of academic research should consist of four elements: (1) an identified problem or question to research, (2) an understanding of the wider context in which the research question addresses, (3) a set of appropriate research methodology, and (4) original contribution, often shared in the form of a peer-reviewed document [11] . Research-based PhDA research-based PhD is an academic award that recognizes the degree holder has successfully completed an independent program of scholarly research in a particular approved topic which results in an original contribution to knowledge. Besides the basic goal of producing new knowledge, the PhD research has a narrower and more specific purpose to produce the "trained researchers" or "licensed" independent researchers 1 [8, 12-15] . 1 Considering research training as the basic nature of PhD already implies the position taken in this paper is in favor of US...

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“…В конце 1990х -начале 2000х гг. такие про граммы стали распространяться в странах Европы и в Австралии [Melles, 2009] в качестве ответа на глобальные вызовы, с которыми столкнулась аспиранту ра: (1) глобализация высшего образования [Nerad, 2006;Nerad, Evans, 2014];…”

Section: Introductionunclassified

«Студент» Или «молодой Ученый»: Мнения Научных Руководителей О Предпочтительной Модели Аспирантской Подготовки В Российских Университетах

Maloshonok¹

2019

MONITORING OF PUBLIC OPINION

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Вступивший в силу в 2013 г. Федеральный закон «Об образовании в Российской Федерации» присвоил российской аспирантуре статус третьей ступени образования, обозначив начало ее перехода к модели структурированных аспирантских программ. Несмотря на то, что данный переход отражает глобальные тренды в области подготовки аспирантов, общественно-политическая дискуссия разворачивается вокруг необходимости возврата к старой модели подготовки научно-педагогических кадров. Таким образом, аспирантура находится в ситуации выбора продолжать ли развитие в соответствии со статусом ступени образования или возвращаться к советской модели. Статья посвящена изучению мнений научных руководителей аспирантов о предпочтительной модели аспирантуры в современном российском вузе. Обсуждаются две модели аспирантских программ, модель «наставничества», соответствующая российской аспирантуре до 2012 г., и модель структурированных программ, отличие которых проявляется в трех основных характеристиках: (1) объем учебной нагрузки; (2) отслеживание прогресса аспиранта; (3) формируемые навыки. Исследование имеет смешанный дизайн, для сбора данных использовались полуструктурированные интервью и онлайн-опрос. Научных руководителей спрашивали о том, как должна выглядеть идеальная аспирантура в соответствии с перечисленными четырьмя характеристиками. Проведены 24 полуструктурированных интервью и опрос 166 человек — научных руководителей в двух российских университетах. Результаты исследования выявили неоднородность мнений научных руководителей о предпочтительной для России модели аспирантуры. Большинство респондентов склоняются к тому, что идеальная аспирантура может сочетать в себе черты модели «наставничества» и структурированных программ, либо затрудняется дать ответ относительно того, какая модель окажется лучше для российской аспирантуры. Результаты исследования могут быть объяснены наблюдающейся «аномией» в сфере аспирантской подготовки, обусловленной незавершенностью переходного периода и неопределенностью стратегических приоритетов российской аспирантуры.

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Global perspectives on structured research training in doctorates of design – what do we value?

Cited by 12 publications

References 59 publications

Art, media and design research and practice: views of educators in a ‘new’ Australian university

Art, media and design research and practice: views of educators in a ‘new’ Australian university

PhD in design: a reflection from a PhD student and his supervisor

«Студент» Или «молодой Ученый»: Мнения Научных Руководителей О Предпочтительной Модели Аспирантской Подготовки В Российских Университетах

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