The curriculum question in doctoral education
Date
2015
Authors
Gonzalez-Ocampo, Gabriela
Kiley, Margaret
Lopes, Amelia
Malcolm, Janice
Menezes, Isabel
Morais, Ricardo
Virtanen, Viivi
Journal Title
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Volume Title
Publisher
European Association for Research on Learning and Instruction
Abstract
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 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
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Source
Frontline Learning Research
Type
Journal article
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Restricted until
2037-12-31