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The curriculum question in doctoral education

González-Ocampo, Gabriela, Kiley, Margaret, Lopes, Amélia, Malcolm, Janice, Menezes, Isabel, Morais, Ricardo, Virtanen, Viivi (2015) The curriculum question in doctoral education. Frontline Learning Research, 3 (3). pp. 19-34. ISSN 2295-3159. (doi:10.14786/flr.v3i3.191) (KAR id:51074)

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http://www.dx.doi.org/10.14786/flr.v3i3.191

Abstract

The landscape of doctoral education has changed immensely during the last decades. Different transnational policies, different publics, different purposes and different careers all contribute to the need for a new understanding of this underresearched field. Our focus is on explicit curriculum analysis to undertake intentional and meaningful change, especially in terms of the processes and outcomes of doctoral education. We draw on research on doctoral education, as well as the emerging literature on early career researchers (ECRs) and on professional learning, and consider how the concept of curriculum can help us think differently about doctoral education, particularly in relation to processes and outcomes. Finally, we suggest a research agenda for developing the curricula of doctoral education.

Education, UELT Building, University of Kent, Canterbury CT2 7NQ, UK

Item Type: Article
DOI/Identification number: 10.14786/flr.v3i3.191
Uncontrolled keywords: doctoral education; curriculum; processes; outcomes; professional learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Janice Malcolm
Date Deposited: 19 Oct 2015 13:03 UTC
Last Modified: 16 Feb 2021 13:28 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/51074 (The current URI for this page, for reference purposes)
Malcolm, Janice: https://orcid.org/0000-0002-6111-6651
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