Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education

Blessinger, Patrick; Stockley, Denise

doi:10.1108/s2055-364120160000006009

Cited by 5 publications

(5 citation statements)

References 17 publications

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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%

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Björck,

Lindgren

2023

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The text seminar has a long and strong tradition in academia, not least in postgraduate education. In these seminars, doctoral students are socialised into the research community to be able to act as researchers in an academic setting. However, research suggests that the traditional and strictly regulated form of doctoral seminars may hinder doctoral students’ learning. In response to this problem, this article presents and discusses an analysis of an attempt to redesign doctoral education seminars in Sweden by a design theoretic approach to learning. The result shows that while certain seminar forms functioned as somewhatlimiting for learning, other forms and multimodal resources were able to open for alternative meaning-making and ways of staging the identity of a researcher.

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Section: Introductionmentioning

confidence: 90%

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Björck,

Lindgren

2023

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“…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%

Perspectives on doctoral education

Halász

Ruano‐Borbalan

2022

Euro J of Education

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“…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

VIII Polish Qualifications Framework. The education of researchers or transformative practitioners?

Babicka-Wirkus¹,

Bucharová²

2018

Pedagogika Szkoły Wyższej

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System szkolnictwa wyższego w Polsce jest obecnie szeroko dyskutowany w przestrzeni naukowego i publicystycznego dyskursu. Związane jest to ze zbliżającą się znaczną reformą tego poziomu edukacji. Jak wskazuje Marek Kwiek (2015, s. 22): "Uniwersytety, które w coraz większym stopniu są traktowane jak organizacje sektora publicznego, a w coraz mniejszym-jak tradycyjne, historycznie wyjątkowe instytucje (akademickie), stoją dziś w Europie w obliczu kolejnych fal reform. (…) reformy stają się stałym elementem pejzażu akademickiego (…)". Dotyczą one także polskich szkół wyższych. Pośród debat dotyczących finansowania uniwersytetów, problematyki mobilności kadry akademickiej, czy też zróżnicowania uczelni na badawcze, badawczo-dydaktyczne i dydaktyczne 2 pojawiła się budząca wiele kontrowersji w środowisku naukowym kwestia wprowadzenia, obok tradycyjnych doktoratów (naukowych), tzw. doktoratów wdrożeniowych (industrial doctorate). W trakcie pisania tego artykułu rządowy projekt ustawy o zmianie ustawy o stopniach naukowych i tytule naukowym oraz o stopniach i tytule w zakresie sztuki oraz niektórych innych ustaw

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Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education

Cited by 5 publications

References 17 publications

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden

Perspectives on doctoral education

VIII Polish Qualifications Framework. The education of researchers or transformative practitioners?

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