Expertise and the PhD: Between depth and a flat place

Barnacle, Robyn; Schmidt, Christine; Cuthbert, Denise

doi:10.1111/hequ.12181

Cited by 8 publications

(5 citation statements)

References 39 publications

(42 reference statements)

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“…The phenomenon of enduring multi-sector engagement of HASS PhDs contrasts with conventional approaches to, and conceptualizations of, knowledge transfer within doctoral research (Ackers et al., 2014; Hughes et al., 2011). Issues such as PhD graduates’ skills development, suitability for diverse employment and the challenges of transitioning into diverse careers are widely recognized (Barnacle et al., 2019). An example of a novel approach to this issue can be found in the work of Mewburn et al.…”

Section: Discussionmentioning

confidence: 99%

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

Barnacle¹,

Cuthbert²,

Schmidt

et al. 2019

Arts and Humanities in Higher Education

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Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

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Section: Discussionmentioning

confidence: 99%

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

Barnacle¹,

Cuthbert²,

Schmidt

et al. 2019

Arts and Humanities in Higher Education

Self Cite

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“…The majority pursues education and career areas merely based on herding while ignoring their interests. The existing research on ‘PhD crisis debate (Barnacle et al., 2019)’ largely ignored the perspective of herding in doctoral education. One may wonder about the role of herding in individuals' decision to enrol in a PhD.…”

Section: Theory and Literaturementioning

confidence: 99%

“…For instance, PhD scholars are oblivious that the value of a PhD is diminishing in the labour market. Similarly, policymakers and industrialists are probing the fit of PhD to the end‐users need in modern knowledge‐driven economies (Barnacle et al., 2019). Supporting the view that herding leads individuals to ignore various better available alternatives (Karaca et al., 2016), this study finds it critical to understand the role of herding in increasing enrolment of students in doctoral education for helping them avoid its opportunity cost.…”

Section: Theory and Literaturementioning

confidence: 99%

A qualitative inquiry of doctoral students' herding in education and validation of ‘herding in educational decisions’ scale

Asadullah

Mirza

Haq

et al. 2022

Higher Education Quarterly

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Fresh PhD recipients are experiencing restricted career opportunities yet the enrolment of PhD Scholars is increasing rapidly. Perhaps, doctoral students lack conscious educational decision-making. Building on such a perspective of doctoral students' unconscious educational choices, we explored their educational choices throughout their life trajectory. We started with a qualitative inquiry of 18 different PhD scholars in Pakistan. The findings helped us in developing a measure to determine the extent of herding in doctoral students' educational decisions. We 'benefitted from' this opportunity and validated the scale in two separate quantitative inquiries for conducting an exploratory factor analysis and confirmatory factor analysis. The study concluded a 3-dimensional scale (consisting of 15items) for measuring 'herding in educational decisions'. The study offers certain implications for conscious educational decisions. Doctorat frais les récipiendaires connaissent des opportunités de carrière restreintes, mais ils'inscris au doctorat. Le nombre d'universitaires augmente rapidement. Peut-être que les doctorants manquent de prise de décision consciente en matière d'éducation. Partant d'une telle perspective des choix éducatifs inconscients des doctorants, nous avons exploré leurs choix éducatifs tout au long de leur trajectoire de vie. Nous avons commencé

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“…Nevertheless, the number of enrolments in PhD programmes continues to rise, motivated by a multitude of conditions and drivers, leading to a growing number of PhD graduates who may find themselves in a situation of highly qualified precarity, potentially lowering the interest of younger generations in science and research careers (Sarrico, 2022). In recent years, these dynamics have led to the proliferation of a PhD crisis discourse globally, which challenges the usefulness of a PhD degree for career development, possibly reducing the interest of younger generations to pursue a PhD programme and leading to a possible crisis in PhD enrolment (Barnacle et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Why do students pursue a doctorate in the era of the ‘PhD crisis’? Evidence from Taiwan

Horta,

Li,

Chan

2023

Higher Education Quarterly

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Drawing on interviews with nine PhD students and twelve PhD graduates from a research university in Taiwan, this paper explores students' motivational profiles for pursuing a PhD at a time when that degree is increasingly decoupled from academic employment. Using self‐determination theory as a conceptual lens, the paper identifies common enrolment motivations in the PhD crisis era. Amidst the doctoral enrolment crisis in Taiwan, where the traditional employment path for PhD graduates (i.e., academia) is more of a mirage than a reality, the motivations of students to pursue a PhD do not differ much from those found in the literature concerning the era of PhD expansion. Two typical motivational profiles are predominant, one dominated by the accumulation of career advantages and the other by the search for personal growth. The findings show that the first profile tends to be on the minds of most students. The second profile tends to be adopted by those who have few career concerns or those who have a greater need for self‐improvement. We also find that these motivations have unique nuances, meanings and consequences for universities and doctoral education in the PhD crisis era.

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Expertise and the PhD: Between depth and a flat place

Cited by 8 publications

References 39 publications

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

A qualitative inquiry of doctoral students' herding in education and validation of ‘herding in educational decisions’ scale

Why do students pursue a doctorate in the era of the ‘PhD crisis’? Evidence from Taiwan

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