Transforming Doctoral Studies: Competencies and Artistry

Leonard, Diana

doi:10.1080/713669254

Cited by 36 publications

(22 citation statements)

References 15 publications

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“…It should not come as a surprise that graduate education is also being affected by these shifting values as they infiltrate the university (Leonard 2000;Crisco et al 2003). As Williams (2005) has noted, globalization is altering the context and substance of both advanced research degrees and graduate education.…”

Section: Introductionmentioning

confidence: 95%

The changing nature of graduate education: implications for students in the second half of life

Lauzon

2011

International Journal of Lifelong Education

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Universities and graduate education are increasingly viewed as part of the emerging lifelong learning and education system and we see the evidence of this as the average age of graduate students increases. We are also seeing an increasing emphasis on education for employment in the lifelong learning and education literature, and this discourse is now infiltrating universities and graduate education; graduate education is increasingly referred to as graduate training and is being recast as vocational training. In this meditation I examine these changes in graduate education in light of the developmental needs of graduate students in the second half of life viewed through the lens of Jungian psychology, and discuss implications of the developmental needs of graduate students in the second half of life for graduate education. This is followed by examining the implications that changes in graduate programs have for graduate students in the second half of life.

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Section: Introductionmentioning

confidence: 95%

The changing nature of graduate education: implications for students in the second half of life

Lauzon

2011

International Journal of Lifelong Education

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“…They support training rather than education: HEFCE now explicitly uses the term 'research training' to refer to PhD provision in general. No money now reaches HEIs without strings attached, and spending public money 'well' involves the panoply of the particular form of targetsetting, instrumentalist masculinity embedded in new public management (see Leathwood 1998, Leonard 2000. HEIs hesitate to step out of line even if their senior management disagrees with the general thrust of national policy.…”

Section: The Erosion Of 'Buffer' Agenciesmentioning

confidence: 99%

“…Finally, the Research Councils can be seen (see Leonard 2000) as seeking the security of presenting a PhD as largely a matter of the proper application of appropriate methods, analytic procedures and existing evidence to bite-sized problems, soluble in four years. This makes research seem like an issue of technical rationality and predictable progress.…”

Section: Steering Researchmentioning

confidence: 99%

The structure of research training in England

Coate

Leonard

2002

Aust. Educ. Res.

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Over the past twenty-five years, the UK government has implemented reforms in doctoral level provision, led by the Research Councils and especially the Economic and Social Research Council. These have emphasised training in research methodology and also, recently, other employment-related skills. This article considers the drivers of these initiatives (demands for accountability and 'new public management') and some of their consequences (including the steering of research in particular directions and a neglect of the scholarship produced and also doctoral studies as a form of lifelong learning). It also examines some of the universities' responses in the form of diversification of doctoral studies, the institution of graduate schools, and the establishment of a NationalCouncil for Graduate Education. Throughout these reforms, the diversity of doctoral students and their concerns have largely been neglected.

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“…A national response in the UK, driven largely by the funding agencies, has been to extol the dubious concept of 'transferable skills' with the practical consequence of adding a series of compulsory research skills courses to the first year of the doctorate (Leonard 2000). Within Australasia, at least, a common response has been to draw up a graduate profile that details the achievements (often also cast as transferable skills) expected of doctoral students.…”

mentioning

confidence: 99%

“…Over the past 20 years, the implicitness of doctoral education -arising from its origins within the tradition of apprenticeship -has been challenged and has been linked to overlong completion times (Latona & Browne 2001;Leonard 2000). A national response in the UK, driven largely by the funding agencies, has been to extol the dubious concept of 'transferable skills' with the practical consequence of adding a series of compulsory research skills courses to the first year of the doctorate (Leonard 2000).…”

mentioning

confidence: 99%

The Bothersome Business of Curriculum in Doctoral Education

Grant¹

2010

Curriculum Inquiry in South African Higher Education

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Transforming Doctoral Studies: Competencies and Artistry

Cited by 36 publications

References 15 publications

The changing nature of graduate education: implications for students in the second half of life

The changing nature of graduate education: implications for students in the second half of life

The structure of research training in England

The Bothersome Business of Curriculum in Doctoral Education

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