Changing Practices of Doctoral Education

Abstract

1. Introduction. David Boud and Alison Lee 2. Framing doctoral education practice. Alison Lee and David Boud Section I. Disciplinarity and change 3. Converging paradigms for doctoral training in the sciences and humanities. Laura Jones 4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century. Lynn McAlpine, Anthony Pare and Doreen Starke-Meyerring 5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education. Rob Gilbert. Section II. Pedagogy and learning 6. Enhancing the doctoral experience at the local level Diana Leonard and Rosa Becker 7. PhD education in science: producing the scientific mindset in biomedical sciences. Margot Pearson, Anna Cowan and Adrian Liston 8. Writing for the doctorate and beyond. Alison Lee and Claire Aitchison 9. Representing doctoral practice in the laboratory sciences. Jim Cumming 10. Supervisor development and recognition in a reflexive space Angela Brew and Tai Peseta Section III. New forms of doctorate 11. Specialised knowledge in UK professions: relations between the state, the university and the workplace, David Scott, Andrew Brown, Ingrid Lunt and Lucy Thorne 12. Projecting the PhD: Architectural design research by and through projects. Brent Allpress and Robyn Barnacle 13. Building doctorates around individual candidates' professional experience. Carol Costley and John Stephenson Section IV. Policy and governance 14. Doctoral education in risky times. Erica McWilliam, 15. New challenges in doctoral education in Europe. Alexandra Bitusikova 16. Policy driving change in doctoral education: an Australian case study. Ruth Neumann 17. Regulatory regimes in research education. Mark Tennant Section V. Reflections 18. Changing perspectives, changing practices: doctoral education in transition Bill Green