Identifying, Characterising and Assessing New Practices in Doctoral Education

Abstract

Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the apprenticeship model. However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or Doctoral Schools. Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students’ recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends – which vary according to the case study – consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of ‘brain drain’, workload, supervision, innovation and careers may even be reinforced or at least not completely solved.

Importance of research higher degree training availability in rural and remote regions

“…The current HDR training model is largely based on the apprenticeship approach 21,22 . This apprenticeship philosophy is premised on colocation between apprentices (novices researchers) and their masters (research supervisors) and has a focus on the research supervisor/s‐student relationship with no involvement from others 22 .…”

“…The current HDR training model is largely based on the apprenticeship approach. 21,22 This apprenticeship philosophy is premised on colocation between apprentices (novices researchers) and their masters (research supervisors) and has a focus on the research supervisor/s-student relationship with no involvement from others. 22 Although most universities admit external HRD students (ie remotely located students), have digital mechanisms for end-to-end candidature management and have ways to support the inclusion of industry or community collaborators, our observation is that these elements are not yet embedded into standard practice.…”

“…21,22 This apprenticeship philosophy is premised on colocation between apprentices (novices researchers) and their masters (research supervisors) and has a focus on the research supervisor/s-student relationship with no involvement from others. 22 Although most universities admit external HRD students (ie remotely located students), have digital mechanisms for end-to-end candidature management and have ways to support the inclusion of industry or community collaborators, our observation is that these elements are not yet embedded into standard practice. The pedagogical model (ie educational approach) of the HDR is skewed primarily towards face-to-face supervision and learning, on-campus presence and a binary supervision model where the university (as opposed to community or industry) is the primary context for this training.…”

Regulations and practices of structured doctoral education in the life sciences in Germany

“…To deal with the challenges of doctoral education today, organisations are supposed to implement various political recommendations. These include the implementation of additional supervisors or a supervision committee, the establishment of a mandatory curriculum, creating work groups, improving funding opportunities via scholarships, setting a time frame for the completion of the thesis and clarifying the formal status of the candidates within the respective organisations ( [6], for an overview of typical criticisms and recommendations see, e.g., pages [14][15][16][17]).…”

How Effective Are Doctoral Schools? Organisational Characteristics and Related Objectives

“…

Baschung_Effectiveness of doctoral schools_Douro_AE edits_lba_2.8.2019_with figures 2/23 Baschung Lukas-dernière mise à jour : 17.08.2020 scientific exchange, tracking and career, or only some of these (Baschung, 2016). It is important to note that, at least in the cases addressed in the present chapter, doctoral schools are organisational structures which have been added to the existing apprenticeship model.

…”