Description:
As the number of doctoral students continues to rise, this book examines the context of the doctorate in modern times and the new challenges that it faces. The authors reassess what once was considered the basics of a doctoral curriculum to reshape the doctoral elements of research design and pedagogy and curriculum. Drawing on research from around the world the individual authors contribute to a previously under-represented focus on theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects discussed by contributors from UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include:
- changing doctoral education
- the imperative for principled accounts of doctoral pedagogies
- the importance of disciplinary specificity
- the relationship between pedagogy and knowledge generation
- and issues of transdisciplinary.
Broad in scope it provides rich accounts of pedagogical practices within a range of forms of doctoral systems in different disciplines, professional fields and geographical locations.
Review Quotes:
'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