The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena.
Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include:
- the changing nature of doctoral education
- the need for systematic and principled accounts of doctoral pedagogies
- the importance of disciplinary specificity
- the relationship between pedagogy and knowledge generation
- issues of transdisciplinarity.
Reshaping Doctoral Education provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctioral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors.
Table of Contents
Foreword Erica McWilliam, Australia Preface Alison Lee and Susan Danby, Australia 1. Introduction: Reshaping the doctorate in international context changing doctoral education; the imperative for principled accounts of doctoral pedagogies Part I: old basics/new basics? 2. Framing doctoral pedagogy as design and action, Susan Danby and Alison Lee, Australia 3. Writing as craft and practice in the doctoral curriculum Claire Aitchison, Australia and Anthony Paré, Canada 4. Learning from the literature: Some pedagogies, David Boote, USA 5. ‘Team’ supervision: new positionings in doctoral education pedagogies Catherine Manathunga, Australia 6. The seminar as enacted doctoral pedagogy Madeleine Abrandt Dahlgren and Anna Bjuremark, Sweden 7 . Taking a break: doctoral summer schools as transformative pedagogies Miriam Zukas, UK and Linda Lundgaard Andersen, Denmark 8. "What’s going on here?" The pedagogy of a data analysis session Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and members the Transcript Analysis Group (TAG), Australia Part II: Disciplinary and transdisciplinary pedagogies 9. Designing (in) the PhD in Architecture: knowledge, discipline, pedagogy Charles Rice, UK and Linda Matthews, Australia 10. Pedagogies for creativity in science doctorates Liezel Frick, South Africa 11. Creative tensions: negotiating the multiple dimensions of a transdisciplinary doctorate Juliet Willetts, Cynthia Mitchell, Kumi Abeysuriya, Dena Fam, Australia 12. Cognitive apprenticeship: the making of a scientist Barbara J Gabryś and Alina Beltechi, UK 13. Pedagogies of Industry Partnership Barbara Adkins, Jennifer Summerville, Susan Danby and Judy Matthews, Australia Part III: Inter-national and intercultural pedagogical spaces 14. The Graduate School in the Sky: Emerging pedagogies for an international network for doctoral education and research Madeleine Abrandt-Dahlgren, Sofia Nyström, Garnet Grosjean and Alison Lee, Sweden/Canada/Australia 15. Ignorance and pedagogies of generative equality: Internationalising Australian doctoral education programs and pedagogies through engaging Chinese theoretical tools Michael Singh, Australia and Xiafang Chen, China 16. Expanding pedagogical boundaries: Indigenous students undertaking doctoral education Liz McKinley and Barbara Grant, New Zealand
Alison Lee is Professor of Education in the Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia.
Susan Danby is a Professor of Education in the Faculty of Education, Queensland University of Technology, Australia.
'There is a very good chapter on 'learning from the literature' by David Boote. It critiques different approaches to the literature review and could give both supervisors and students a sound basis for forming their own assessment rubric.' - Anne Lee, Educational Developments 2012