Fact and fiction: a case history of doctoral supervision

Holligan, Christopher

doi:10.1080/00131880500287179

Cited by 41 publications

(37 citation statements)

References 6 publications

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“…In practice, science and scientists operate within a mosaic of ever-narrowing subfields, where antithetic achievements such as mastery of domain-specific knowledge are exulted and rewarded (fiscally and socioculturally) far more generously than genuine creativity (Bore, 2006;Braben, 2004;Goran & Braude, 2007;Holligan, 2005;Jackson, 2004;Medina, 2006). The reasons for this are deeply entrenched in, and reinforced by, the culture of contemporary practice.…”

Section: Perceptions Of Scientific Creativitymentioning

confidence: 99%

“…Braben's (2004) concerns are not unfounded. Enforced collaboration can lead to unfocussed, ineffective experimentation and research (Bore, 2006;Goran & Braude, 2007) and there is evidence of declining quality and originality of intellectual output at postgraduate and post-doctoral levels (Holligan, 2005;Jackson, 2004;Medina, 2006). Superficial economically-motivated reform of educational policies and practices is therefore unlikely to solve the underlying problems, which originate from a failure to confront inconsistencies in perceptions and practice.…”

Section: Perceptions Of Scientific Creativitymentioning

confidence: 99%

“…Although creativity is a somewhat contested notion (Boden, 2001;Csikszentmihalyi, 1990;McWilliam et al, 2008), it occupies a unique place in the scientific arena as both a requirement for future innovation and progress (Barak & Shachar, 2008;Braben, 2004) and a personal characteristic/trait that can be developed and extended through quality education (Barak & Shachar, 2008;Braben, 2004;Endler & Bond, 2008;Holligan, 2005;Lunn & Noble, 2008;Yager & Akcay, 2008). To actualise the full potential of inquiry-based teaching and deliver viable, long-term solutions to problems arising from devaluation of science however, requires recognition that educational outcomes are the product of complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors.…”

Section: Introductionmentioning

confidence: 99%

“…2) This failure to facilitate and enable genuine creativity is having a significant impact on quality and originality of intellectual output beyond the high-school environment (Australian_Research_Council, 2008;Braben, 2004;Holligan, 2005;Medina, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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Section: Perceptions Of Scientific Creativitymentioning

confidence: 99%

Section: Perceptions Of Scientific Creativitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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“…First of all, the article focuses on the issues of how the level and organisation of the doctoral study programmes and doctoral students' supervision meets the needs of building a knowledge-based society and the expectations of the stakeholders in doctoral studies. The discussion and conclusions in this paper heavily draw on the studies carried out in the framework of the projects 'Development of a complex of measures for strengthening doctoral studies in Estonia', 2003(Puura et al 2004, and 'Assurance system for quality, effectiveness and sustainability of doctoral studies in Estonian universities ', 2005', -2008', (Puura et al 2005.…”

Section: Introductionmentioning

confidence: 99%

Doctoral Education in Transition to Knowledge-Based Society

Kärner¹,

Puura²

2008

Trames

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Abstract. The paper deals with the transformation of a transition society (using Estonia as an example) into knowledge-based society, and developing doctoral studies as its key element. Doctoral studies gained impetus from the second half of the 1990s and in conformity with the Bologna process, principles applied in European universities infrastructure, doctoral study programmes and a new paradigm of supervision are developed. To improve cooperation of numerous new supervisors and doctoral students it is necessary to rely more on the international experience in organising modern research-based studies, applying supervision methods and research collaboration of different sectors of society. The core problems discussed in the paper include the institutional organisation of doctoral studies, cooperation of students and supervisors, and the collaboration of academia and industry in training and using top level specialists.

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The role of data reuse in the apprenticeship process

Kriesberg

Frank

Faniel

et al. 2013

Proc of Assoc for Info

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The availability of research data through digital repositories has made data reuse a possibility in a growing number of fields. This paper reports on the results of interviews with 27 zoologists, 43 quantitative social scientists and 22 archaeologists. It examines how data reuse contributes to the apprenticeship process and aids students in becoming full members of scholarly disciplines. Specifically, it investigates how data reuse contributes to the processes by which novice researchers join academic communities of practice. We demonstrate how projects involving data reuse provide a unique opportunity for advisors to mentor novices through the process of creating knowledge. In these situations, senior researchers model general reuse practices and impart skills for their students to use in the future when selecting, evaluating, and analyzing data they did not collect. For novices, data reuse constitutes a form of legitimate peripheral participation, a way for them to enter the community of practice by analyzing data that has been previously collected and reflecting on others' methodologies. Our study findings indicate that reuse occurs across each target community studied. They also suggest how repositories can help foster a reuse culture by providing access to data and building trust in research communities.

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Fact and fiction: a case history of doctoral supervision

Cited by 41 publications

References 6 publications

Creativity in Science: Tensions between Perception and Practice

Creativity in Science: Tensions between Perception and Practice

Doctoral Education in Transition to Knowledge-Based Society

The role of data reuse in the apprenticeship process

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