The Future of Doctoral Research: Challenges and Opportunities

Description

This book explores the future of doctoral research and what it means to be involved in all stages of the process, providing international insights into what’s changing, why it’s changing and how to work best with these changes. It looks at the key issues that have been thrown into sharp relief by crises such as world pandemics. Drawing on work from outstanding authors, this book shows the ways in which the doctoral process has altered the supervisor/supervisee model and the challenges that now need to be managed, and demonstrates the importance of aligning all the stakeholders, systems and processes to ensure a successful future for doctoral education. Bringing together a range of perspectives, innovative practices and rigorous research, this book tackles topics such as: how doctoral research changes in keeping with the global expansion and transformation of doctoral education programmes the significant influence funding bodies – be they charities, governments, businesses or non-governmental agencies – can have on doctoral research the extent to which doctoral research penetrates daily life and vice versa how to encourage and embed an ethical approach to research, as well as university responses to external challenges. Uniquely international and bringing together the many stakeholders in the research business, this book is essential reading for all doctoral supervisors, candidates and anyone involved in designing or organising research programmes for early career researchers and doctoral students. Cover Half Title Title Page Copyright Page Table of contents Figures Tables Contributors Foreword Acknowledgements Introduction: The global knowledge economy Part I Doctoral research in the changing university 1 The changing face of doctoral education Conceptual and theoretical issues A short history of the proliferation of the doctorate Type and format of the doctorate Assessment of the doctorate Quality and standards of the doctorate Destinations of doctoral graduates Conclusion: decision time for the doctorate? References 2 Agency in doctoral education: Towards Graduate School cohesion and a heightened societal awareness Doctoral student agency Doctoral supervisor agency Graduate School leadership Conclusion: Graduate School cohesion and societal awareness References 3 Doctoral reform for the 21st century The development of attributes needed in the 21st century A model for integrative reform: the UBC Public Scholars Initiative Many students are yearning for the legitimization of their passions to make a difference, and the means to achieve that The growing professional identities of many doctoral students are often not supported in traditional academic environments, or are sometimes actively stifled The academy is somewhat divided in its acceptance of broadened forms of scholarship While such research can help students feel better prepared for careers outside the academy, it also can have the effect of igniting or re-igniting a desire to pursue an academic career Research that involves different perspectives, disciplines, collaborators, and methodologies can have a more profound impact, depth, and nuance than more conventional research The national view Other avenues for integrative reform Conclusions References 4 Is it time for a central campus office to ensure quality in doctoral education in the 21st century? Definition of pertinent terms United States History Organizational structure Europe A graduate division’s basic functions and roles Functions Roles of graduate deans Changes to forms of doctoral education and student numbers Quality assurance coordination Initiator and catalyst for intellectual innovation Interdisciplinary and inter-institutional doctoral education and training Increasing international research and international doctoral students Supervision and mentoring Professional development and career support of doctoral candidates Ethics training Institutional research unit Inclusive (post)graduate community builder Conclusion Notes References 5 Mind the gap: A description of US doctoral education, challenges, and the skills gap The face of doctoral education today Job market for PhDs Where are they employed? Funding, level of debt, and time to degree Doctoral training Training challenges for doctoral recipients Challenges for careers in business and government Need to train to teach Need for mental health and intellectual support Changing types of faculty positions Recommendations Bridging the research–teaching gap Meeting the challenge of a more diverse student population Conclusion References 6 Working towards future epistemic justice: Incorporating transcultural and Indigenous knowledge systems in doctoral education Our standpoints Postcolonial/decolonial theoretical positioning Epistemic justice Decolonising doctoral education Indigenous languages, theories and knowledge protocols Southern, transcultural and Indigenous concepts, proverbs or wisdom Involvement of Elders, traditional knowledge holders and community members Respect for the role of ancestors and spiritual knowledge Examination processes Practical strategies for doc supervisors for epistemic justice in doc education Conclusion: an invitation … References Part II Collaborations and funding 7 Trust within capacity building for the development of supervision training: A case study of Sweden and Mozambique The concept of trust Previous research Case presentation The context: Eduardo Mondlane University in Mozambique The case: a supervision training subcomponent Method and empirical material Results The land of interpretations Suspension: a leap of faith The land of expectations Concluding discussion References 8 Identifying key factors in successful bidding for doctoral training Applying to lead a Centre for Doctoral Training Features of the call University of Bristol approach Key factors in successful bids Articulating areas of skills deficit in the global doctoral graduate market Preparation for an agile future Innovation in an integrated training programme Interdisciplinarity Cross-cohort training in Responsible Innovation6 Strategic partnerships with external organisations Conclusion Notes References 9 The interplay between policy and funding Background Wellcome and PhD training: a brief history Wellcome’s 2017 review of UK biomedical PhD training Methods Review findings Conclusions References 10 Doctoral education in Norway and inter-institutional collaboration within doctoral education: A case study Western Norway Graduate School of Educational Research II WNGER II and the “silent revolution” of doctoral education in Norway Method Preliminary findings Discussion Limitations Notes References 11 Paving the way for healthy and empowering working environments: A joint action of institutes, early career researchers (ECRs Doctoral training and career development services: the current state of the art Bottom-up initiatives to shape and strengthen both doctoral training and career development services Sustainable implementation of doctoral training and career development services through long-term collaborative actions The integrative model Conclusion Notes References Part III Doctoral researchers’ perspectives 12 Professionalising doctoral education Professionalisation of structures Reform on the way Structured doctoral programmes The establishment of doctoral schools Professionalisation of staff Management of doctoral schools Supervision Specialised support Conclusion and outlook for the future References 13 Supporting supervisors in promoting doctoral researchers’ mental health and wellbeing A doctoral project-for-life Five domains of mental health challenges The functional domain The enculturation domain The critical thinking domain The emancipation domain The relationship domain Transforming conflict as enabling mental health Awareness Conclusion References 14 PhD candidates as informal caregivers in the Netherlands Methods Study design Online questionnaire Semi-structured interviews Data collection Data analysis methods Questionnaire Interviews Results Prevalence of informal care Caregiving activities Work strategies: combination PhD project and informal care activities Role of supervisor Impact informal care on mental health Mental health: regression results from survey Mental health: results from interviews Impact of informal care on doctoral progress and retention PhD progress Intentions to quit doctoral education Discussion Summary of the results Comparison of the results to previous studies and theories Conclusions and implications Main conclusions offering new scientific knowledge Implications for practice References 15 What makes English flow and why?: Understanding the cultural difficulties facing novice postgraduate second-language writer And there’s the rub! Back to basics: what makes English tick? Rhetorical heritage Writer-responsibility Low context Linearity Caveat Conclusion References 16 Doctoral students as early career university teachers: What hinders and what helps them to embrace the essentials of good te Barriers to and catalysts of the successful completion of ED courses The design of the course Methods Results and discussion Learning-centredness Factors influencing transfer from ED courses: barriers Facilitating transfer of knowledge and skills from courses: the SOTL approach Conclusion References 17 Networks as learning environments for doctoral education Networked doctoral education? Story one: The Thesis Whisperer – seeking advice from the crowd In the comments section, everyone can hear you scream Story two: mobility, connection and the DoctoralWriting blog Blogging and connection Future connections in the mobile, digital academy Story three: connectivity and contemporary doctoral writing practices Writing in the network Conclusion: the future of doctoral education (re)imagined with connectivist thinking References Part IV Doctoral supervisors’ perspectives 18 What influences how we supervise? Discipline-specific focus group sessions Proposed model of influences on doctoral supervision Experience: own and previous supervisions Expectations, regulations and requirements Training and supervisor development Discipline expectations Individual cultures and preferences Conclusion and implications References 19 Towards a framework for the recognition of good supervisory practice The case for recognition The background to recognition The development of a framework The framework for good supervisory practice Recruitment and selection Typical examples Relationships with candidates Typical examples Relationships with co-supervisors Typical examples Supporting candidates’ research projects Typical examples Encouraging candidates to write and giving appropriate feedback Typical examples Supporting candidates’ personal, professional, and career development Typical examples Supporting progress and monitoring progression Typical examples Supporting candidates through completion and final examination Typical examples Supporting candidates to disseminate their research Typical examples Reflecting upon and enhancing practice Typical examples The uses of the framework Conclusions References 20 Integration of doctoral supervisor courses in the research culture: A socio-cultural approach Integration of doctoral supervisor courses in the research environment Aspects of supervisor courses going local A socio-cultural approach to educational development The risk of narrow experiences and conversations Balancing supervisor navigation and survival with academic system criticism The ever-present need to problematise projectification in STEM doctoral studies Conclusion and implications References 21 Action learning as means for supervisor development Research on peer mentoring and action learning Empirical context and methods Analytical framework Findings Excerpt 1 Excerpt 2 Excerpt 3 Excerpt 4 Concluding discussion Notes References 22 Doctoral examiners’ judgements: Do examiners agree on doctoral attributes and how important are professional and personal characteristics? Literature How did I undertake this study? Data analysis Results Attributes sought by doctoral examiners Typology of attributes Originality Publishability Research competence Methodology and methods Data analysis Coherence and argument Knowledge and understanding of the field Research integrity Intellectual rigour Discussion Conclusion References Part V Ethics and accountability 25 Specialist courses in research ethics: More important now than they used to be? The role of research ethics as an academic discipline Changing research practices and breakdowns of moral habitus Maintaining the moral habitus of the profession Concluding discussion References 26 Research integrity training for early career researchers Country selection and methodology The Netherlands Poland Data collection The Netherlands and Poland: what does RI training for doctoral candidates look like? The Netherlands Definition of research integrity Training of doctoral candidates in the Netherlands on research integrity Poland The definition of research integrity Training on research integrity for doctoral candidates in Polish universities Discussion and outlook Notes References 27 Supporting students to complete their doctorate Case study context Macro-level factors on completions Meso-level factors on completion Institutional factors Departmental factors Elements promoting a vibrant graduate research culture Research education coordinators Micro-level factors – supervision and peer support Supervision Peers Conclusions and implications References Index