From product to process. The reform of doctoral education in Europe and China

Yanhua, Bao; Kehm, Bárbara M.; Ma, Yonghong

doi:10.1080/03075079.2016.1182481

Cited by 101 publications

(90 citation statements)

References 5 publications

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“…Kemp, Newman, and Chapman (2012), argue that these key skills are developed at the bench day to day, but the process of research, development, and feedback cycles facilitate attainment of important skills and provide a means of understanding of the complexities of our world and how to better interpret findings. Similar sentiment is echoed in a more recent report examining the impact of increasing doctoral student numbers in Europe and China (Bao, Kehm, & Ma, 2018).…”

Section: Strengths Of Th E Study and Wider Implicationsmentioning

confidence: 65%

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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Aim/Purpose: Understanding the educational needs of postgraduate research candidates (PGRs) is essential to facilitate development, support attainment, and maintain graduate quality. Background: The production and effective defence of the research thesis are the summative assessment tools used in postgraduate research education. Examiners’ reports provide a rich source of feedback and indicate the gap between the candidate’s level of performance and that expected for the award. This provides a lens through which to view the unmet training needs of PGR cohorts. Methodology: Following a review of all examiner reports for PGR assessments held over a 12 month period, we explored the quantitative and qualitative dimension data in context in order to identify common training needs for our PGR students. Utilising this theoretical framework and standard thematic analysis, we identified recurring themes and were able to determine key areas for future focus. Contribution: This study utilises independent comment from postgraduate research candidate thesis and oral examination assessment to identify unmet core research training needs. Findings: We recognised seven key areas identified by the examiners for improvement: i) quality of scientific writing, ii) general presentation of thesis, iii) statistics /data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervision. Academic literacy and numeracy stood out as key areas for future training focus. The results highlight areas for future focus in educational provision and targeted training for PGRs undertaking biomedical and life sciences research within our faculty. Recommendations for Practitioners: Evaluation of postgraduate research programmes should include feedback from a variety of sources and not rely solely on employability and completion rates as measures of success. The examination committees are an important source of feedback on the individual and the programme with regard to attainment of core research skills. Recommendation for Researchers: Regular and wide reaching evaluation of postgraduate research programmes and support available is required to ensure the sector can meet the changing needs of our PGR cohorts. Impact on Society: Doctoral graduates are entering increasingly diverse employment fields. Ensuring the quality of graduates and supporting their journey through candidature ensures the greatest value for society once in the work place. Future Research: This study highlights unmet training needs of PGRs as identified by an inde-pendent expert. The impact of engagement with training and the importance of prior experience are not explored in this study, nor is the student perspective on the process. These will reveal additional dimensions to the evaluation process.

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Section: Strengths Of Th E Study and Wider Implicationsmentioning

confidence: 65%

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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“…Dealing with this subject is fundamental given that the nature and development of postgraduate studies is at the centre of an intense debate. For instance, it is worth recalling how Bao, Kehm, and Ma () sketch the new, multiple purposes that are now required for doctoral students, with a particular attention to undergoing reforms and reflections in Europe and China, and how Kehm () compared the types and scopes of doctoral education in Europe and the USA. The growing accepted view among academics is that postgraduate studies within PhD should serve not only the research necessities of universities, and the scholars of the future; instead, they should be seen in strict connections with the knowledge demand of the economy and society at large.…”

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confidence: 99%

Editorial

Agasisti

2019

Higher Education Quarterly

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“…If academics do not, however, understand and resist study for neoliberal reasons, the discipline risks and likely merits an admonition from Bao et al . (, p.549) who are concerned that the decreasing attractiveness of academia as a career option, and the increasing need for the PhD as a “necessary but insufficient condition” for entry to academia, may mean the loss of “the best and the brightest” doctoral graduates to more lucrative or attractive career options.…”

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confidence: 99%

“…In response to the massification, commodification, and regularisation of higher education, doctoral degrees are now subject to compliance monitoring to ensure timely completions and an economic return on investment of institutional time and resources-infrastructural and human (Taylor, 2012). Currently, an array of post-Humboldtian (hereafter alternative) doctoral degree forms suit different functions, motives, and purposes and include the professional doctorate, taught doctorate, PhD by publication, new route or fast track PhDs, and cooperative and industrial doctorates (Bao, et al, 2018).…”

mentioning

confidence: 99%

“…Ontological differences between the PhD as a search for knowledge that poses an original, publishable contribution to the discipline (Poole, 2015) are juxtaposed against alternative doctoral forms that are applied in nature and contribute to professional practice (Bao et al, 2018;. This ontological separation of the traditional PhD from other doctoral forms is questioned, however, because originality can involve approach, synthesis, practice, new policy, time, or place (Loxley & Kearns, 2018;Wellington, 2013).…”

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confidence: 99%

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Doctoring knowledge or acknowledging doctors?

Carter

Smith

Gelves-Gomez

2018

Geographical Research

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Doctoral forms of study are now diverse, although debate exists about whether ontological differences separate the research‐based Doctor of Philosophy (PhD) from alternative doctoral forms that contribute to professional practice. The purpose and processes of doctoral study and prevailing market logics that suit the knowledge economy affect the doctoral experience. Solutions entail relationality between the ideas that members of society hold about the ontology and purpose of the PhD and alternative doctoral forms, individual existential desires, and the materialities of the contemporary workplace. The PhD discursively contributes to both academic and professional becoming, with deep disciplinary mastery of threshold concepts. Disciplinary learning groups offer a critical and sometimes transforming experience. In addition to preparing the next generation of academics, the traditional PhD offers high‐level generic skills that are rare outside academia. In geography, especially, these skills are increasingly valued in society, not least when combined with diverse content that is highly relevant to contemporary global challenges. Institutions might help staff and candidates resist neoliberal tendencies for timely completions and offer a more appropriate learning experience, alongside ethical and transparent promotion of the purpose and practices of the doctoral experience. In time, such changes might signal a transformation influencing how all actors from society, the institution of higher education, supervisory staff, and doctoral candidates imagine doctoral and post‐doctoral work—“acknowledging” doctoral expertise and its societal value from both within and outside the academy.

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From product to process. The reform of doctoral education in Europe and China

Cited by 101 publications

References 5 publications

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Editorial

Doctoring knowledge or acknowledging doctors?

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