2016
DOI: 10.1108/s2055-364120160000006009
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Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education

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Cited by 5 publications
(5 citation statements)
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“…In a critical literature review of research on doctoral supervision, published in the past 20 years within the UK, Australia, Sweden and the Netherlands, Bastalich (2017) problematises the dominant focus on supervision, pointing to the need for a greater emphasis on the social context. And as observed by Blessinger and Stockley (2016), as well as Hasgall and Peneosu (2022), doctoral students are situated in rapidly evolving programs requiring new forms of thinking and learning. Therefore, we need to pay close attention to the socialisation of doctoral students (Yazdani & Shokooh, 2018).…”
Section: Introductionmentioning
confidence: 90%
“…In a critical literature review of research on doctoral supervision, published in the past 20 years within the UK, Australia, Sweden and the Netherlands, Bastalich (2017) problematises the dominant focus on supervision, pointing to the need for a greater emphasis on the social context. And as observed by Blessinger and Stockley (2016), as well as Hasgall and Peneosu (2022), doctoral students are situated in rapidly evolving programs requiring new forms of thinking and learning. Therefore, we need to pay close attention to the socialisation of doctoral students (Yazdani & Shokooh, 2018).…”
Section: Introductionmentioning
confidence: 90%
“…One can observe both homogenisation through international emulation and standardisation, as well as diversification through the emergence and institutionalisation of new solutions. Beyond the creation of new types of programmes and degree profiles (e.g., professional doctorates), responding to specific professional or labour market needs, innovations most often happen within existing programmes, targeting areas such as learning outcomes and learning experiences, supervision arrangements or styles, forms of evaluation and assessment, integration of practice or internships, quality assurance, international mobility, and student well‐being (Blessinger & Stockley, 2016). Some of these innovations are initiated at the micro‐level by higher education institutions, others promoted by incentives designed at national, or, in the case of the European Union, at the supranational level.…”
Section: In This Issuementioning
confidence: 99%
“…Wzrost zainteresowania studiami trzeciego stopnia jest z jednej strony korzystny, z drugiej zaś problematyczny (Blessinger, Stockley, 2016). Pozytywnych aspektów można upatrywać w otwarciu się uniwersytetów na studentów reprezentujących różnorodne pochodzenie rasowe, kulturowe, społeczne itp.…”
Section: Konkluzjeunclassified