Creating Comprehensive Educational Experiences for the 21st Century Ph.D.

Cox, Monica Farmer; Adams, Stephanie G.; Omer, Ingrid St.

doi:10.1007/978-94-6091-418-8_1

Cited by 3 publications

(2 citation statements)

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“…Barnacle, Schmidt and Cuthbert address the role of the PhD in current societies where education in creating ‘expertise’ is undervalued. While a PhD is traditionally conceived as the pattern for reaching the highest level of knowledge, useful for society and economy (Cox, Adams, & Omer, ), this role is put in crisis by the growing scepticism about the importance of education to create real expertise—in a view where generalist knowledge is more important than a specialist one. Such changes in the way knowledge is created and used require rethinking the role of the PhD.…”

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confidence: 99%

Editorial

Agasisti

2019

Higher Education Quarterly

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confidence: 99%

Editorial

Agasisti

2019

Higher Education Quarterly

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“…As previously discussed, the literature has suggested that one of the main goals of doing doctoral degree is to become an independent researcher (Cox et al, 2011;Grant, 2003;Manathunga, 2009). Researchers also recommend models for making effective supervision meetings for both supervisor and PhD student (Abiddin & West, 2007b) or for students only (Petre & Rugg, 2010).…”

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confidence: 99%

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

Nguyen¹

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This study examines pedagogical practices in PhD supervision meetings in an Australian university using conversation analysis. Although communication between supervisors and students has been acknowledged as having a great impact on the successful completion of a PhD and several studies of PhD supervision meetings have been conducted, the actual interaction that takes place in this goal-oriented institutional setting is under-researched.Data for this study consist of approximately 25 hours of supervisory talk and video recorded during 25 PhD supervision meetings in an Australian research intensive university. Participants include five supervisors and five PhD students in both social and natural sciences at two stages of candidature: an early stage within the first year of candidature, and a late stage before thesis submission.Analysis of the data shows that supervisors performed a range of actions in accomplishing their challenging task of balancing giving guidance and developing student autonomy. These actions include giving guidance and factual information, giving feedback with equivocation, providing several options, withholding advice, and questioning. In performing these actions and flexibly switching between actions, supervisors sometimes treat the students as needing guidance and advice, and sometimes regard them as independent researchers. The examination of supervisors' pedagogical practices highlights that equivocation is a factor constituting the balancing act.The analysis demonstrates that students are oriented to the goal of learning to become independent researchers. Their orientations centre on the balance between seeking guidance, advice from supervisors and developing their skills and knowledge as independent researchers. The students' orientations towards independent researchers at the early stage of candidature are displayed in the way they take responsibility for their study, voice their opinions, and demonstrate their knowledge and capability of doing research. Meanwhile students at both stages of candidature take responsibility for their study and voice their own opinions, those at the late stage display more confidence and competency. In addition to taking responsibility and voicing opinions, the students at the late stage are in a position to make own decisions on research-related issues and claim independent knowledge.The dynamics of the interaction between the supervisors and students emerge from the analysis of the data and this suggests distinctive features of supervision meetings in the two stages of candidature. As a result, this study provides empirical evidence for an understanding of institutional ii talk in the context of higher education and implications for supervision pedagogy. It extends empirical knowledge of pedagogical practices in supervision meetings. This knowledge will provide supervisors and students with deep insights into their own practices. It can also help to bridge the mismatch of expectations about roles and responsibilities between supervisors and stu...

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Expertise and the PhD: Between depth and a flat place

Barnacle

Schmidt

Cuthbert

2018

Higher Education Quarterly

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Expertise is under sustained interrogation. We see it in so‐called edu‐scepticism and pessimism about graduates’ apparently diminishing employment prospects, challenges to the role of Higher Education institutions as arbiters of knowledge and post‐truth rhetoric more broadly. This paper examines how the PhD is being discursively positioned in this context. We ask what these changing conceptions of expertise, education and work mean for how PhD‐level expertise is understood. Drawing on a range of sources, from the scholarly to the wider media, we draw together five exemplar models of expertise to expose the transforming ratio between generalist, transferable skills and specialist knowledge. The evident diminution of specialisation raises numerous issues for the PhD as it is increasingly called upon to serve multiple and potentially contradictory needs: an innovation society on the one hand and the discipline on the other. Reconciling the tension between depth and breadth is an important issue for a degree whose hallmark is—or at least has been—depth.

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Creating Comprehensive Educational Experiences for the 21st Century Ph.D.

Cited by 3 publications

References 6 publications

Editorial

Editorial

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

Expertise and the PhD: Between depth and a flat place

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