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The curriculum question in doctoral education

Gonzalez-Ocampo, Gabriela; Kiley, Margaret; Lopes, Amelia; Malcolm, Janice; Menezes, Isabel; Morais, Ricardo; Virtanen, Viivi

Description

The landscape of doctoral education has changed immensely during the last decades. Different transnational policies, different publics, different purposes and different academic 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...[Show more]

dc.contributor.authorGonzalez-Ocampo, Gabriela
dc.contributor.authorKiley, Margaret
dc.contributor.authorLopes, Amelia
dc.contributor.authorMalcolm, Janice
dc.contributor.authorMenezes, Isabel
dc.contributor.authorMorais, Ricardo
dc.contributor.authorVirtanen, Viivi
dc.date.accessioned2016-06-14T23:21:44Z
dc.identifier.issn2295-3159
dc.identifier.urihttp://hdl.handle.net/1885/104062
dc.description.abstractThe landscape of doctoral education has changed immensely during the last decades. Different transnational policies, different publics, different purposes and different academic 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. Keywords: doctoral education; curriculum; processes, outcomes, professional learning
dc.publisherEuropean Association for Research on Learning and Instruction
dc.sourceFrontline Learning Research
dc.titleThe curriculum question in doctoral education
dc.typeJournal article
local.description.notesImported from ARIES
local.identifier.citationvolume3
dc.date.issued2015
local.identifier.absfor130103 - Higher Education
local.identifier.ariespublicationu9501711xPUB35
local.type.statusPublished Version
local.contributor.affiliationGonzalez-Ocampo, Gabriela, Ramon Llul Univeristy
local.contributor.affiliationKiley, Margaret, College of Arts and Social Sciences, ANU
local.contributor.affiliationLopes, Amelia, University of Porto
local.contributor.affiliationMalcolm, Janice, University of Kent
local.contributor.affiliationMenezes, Isabel, Universidade Catolica Portugesa (Port)
local.contributor.affiliationMorais, Ricardo, Universidade Catolica Portuguesa (Porto)
local.contributor.affiliationVirtanen, Viivi, University of Helsinki
local.description.embargo2037-12-31
local.bibliographicCitation.issue3
local.bibliographicCitation.startpage23
local.bibliographicCitation.lastpage38
local.identifier.absseo939999 - Education and Training not elsewhere classified
dc.date.updated2016-06-14T09:19:34Z
CollectionsANU Research Publications

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