Drivers and Interpretations of Doctoral Education Today: National Comparisons

Frontline Learning Research

Søren S.E. Bengtsen¹  Barbara Crossouard²  Jeffrey M Keefer³  Lesley Andres⁴  Liliana Gallego Castaño⁵  Kirsi Pyhältö⁶ 

[1] Aarhus University;Centre for Higher Education and Equity Research, Department of Education, University of Sussex;New York University & Pace UniversityNew York City;University of British Columbia;University of CaldasDepartment of Foreign Languages;University of Oulu and University of Helsinki;

关键词: doctoral education;    higher education policy;    massification;    professionalization;    quality assurance;   

DOI  :  10.14786/flr.v3i3.177

来源: DOAJ

【 摘 要 】

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. 

【 授权许可】

Unknown