Drivers and Interpretations of Doctoral Education Today: National Comparisons
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms tha...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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EARLI
2015-08-01
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| Series: | Frontline Learning Research |
| Subjects: | |
| Online Access: | https://journals.sfu.ca/flr/index.php/journal/article/view/177 |
| _version_ | 1828371359121539072 |
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| author | Lesley Andres Søren S.E. Bengtsen Liliana Gallego Castaño Barbara Crossouard Jeffrey M Keefer Kirsi Pyhältö |
| author_facet | Lesley Andres Søren S.E. Bengtsen Liliana Gallego Castaño Barbara Crossouard Jeffrey M Keefer Kirsi Pyhältö |
| author_sort | Lesley Andres |
| collection | DOAJ |
| description |
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.
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| first_indexed | 2024-04-14T06:48:51Z |
| format | Article |
| id | doaj.art-c168850263ab4ef28116af0e2ee173d8 |
| institution | Directory Open Access Journal |
| issn | 2295-3159 |
| language | English |
| last_indexed | 2024-04-14T06:48:51Z |
| publishDate | 2015-08-01 |
| publisher | EARLI |
| record_format | Article |
| series | Frontline Learning Research |
| spelling | doaj.art-c168850263ab4ef28116af0e2ee173d82022-12-22T02:07:05ZengEARLIFrontline Learning Research2295-31592015-08-013310.14786/flr.v3i3.177Drivers and Interpretations of Doctoral Education Today: National ComparisonsLesley Andres0Søren S.E. Bengtsen1Liliana Gallego Castaño2Barbara Crossouard3Jeffrey M Keefer4Kirsi Pyhältö5University of British ColumbiaAarhus UniversityUniversity of Caldas Department of Foreign LanguagesCentre for Higher Education and Equity Research, Department of Education, University of SussexNew York University & Pace University New York CityUniversity of Oulu and University of Helsinki In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks. https://journals.sfu.ca/flr/index.php/journal/article/view/177doctoral educationhigher education policymassificationprofessionalizationquality assurance |
| spellingShingle | Lesley Andres Søren S.E. Bengtsen Liliana Gallego Castaño Barbara Crossouard Jeffrey M Keefer Kirsi Pyhältö Drivers and Interpretations of Doctoral Education Today: National Comparisons Frontline Learning Research doctoral education higher education policy massification professionalization quality assurance |
| title | Drivers and Interpretations of Doctoral Education Today: National Comparisons |
| title_full | Drivers and Interpretations of Doctoral Education Today: National Comparisons |
| title_fullStr | Drivers and Interpretations of Doctoral Education Today: National Comparisons |
| title_full_unstemmed | Drivers and Interpretations of Doctoral Education Today: National Comparisons |
| title_short | Drivers and Interpretations of Doctoral Education Today: National Comparisons |
| title_sort | drivers and interpretations of doctoral education today national comparisons |
| topic | doctoral education higher education policy massification professionalization quality assurance |
| url | https://journals.sfu.ca/flr/index.php/journal/article/view/177 |
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