| Description |
1 online resource (245 pages) |
| Contents |
Front Cover; Reshaping Doctoral Education; Copyright Page; Contents; List of figures and tables; Notes on contributors; Foreword; Preface; Part I: Old basics/new basics?; 1. Framing doctoral pedagogy as design and action: Susan Danby and Alison Lee; 2. Writing as craft and practice in the doctoral curriculum: Claire Aitchison and Anthony Paré; 3. Learning from the literature: some pedagogies: David N. Boote; 4. 'Team' supervision: new positionings in doctoral education pedagogies: Catherine Manathunga; 5. The seminar as enacted doctoral pedagogy: Madeleine Abrandt Dahlgren and Anna Bjuremark |
|
6. Taking a break: Doctoral Summer Schools as transformative pedagogies: Miriam Zukas and Linda Lundgaard Andersen7. 'What's going on here?' The pedagogy of a data analysis session: Jessica Harris, Maryanne Theobald, Susan Danby, Edward Reynolds, E. Sean Rintel and Members of the Transcript Analysis Group (Tag); Part II: Disciplinary and transdisciplinary pedagogies; 8. Designing (in) the PhD in architecture: knowledge, discipline, pedagogy: Charles Rice and Linda Matthews; 9. Pedagogies for creativity in science doctorates: Liezel Frick |
|
10. Creative tensions: negotiating the multiple dimensions of a transdisciplinary doctorate: Juliet Willetts, Cynthia Mitchell, Kumi Abeysuriya and Dena Fam11. Cognitive apprenticeship: the making of a scientist: Barbara J. Gabrys and Alina Beltechi; 12. Pedagogies of industry partnership: Barbara Adkins, Jennifer Summerville, Susan Danby and Judy Matthews; Part III: International and intercultural pedagogical spaces |
|
13. The graduate school in the sky: emerging pedagogies for an international network for doctoral education and research: Madeleine Abrandt Dahlgren, Garnet Grosjean, Alison Lee and Sofia Nyström14. Ignorance and pedagogies of intellectual equality: internationalising Australian doctoral education programs and pedagogies through engaging Chinese theoretical tools: Michael Singh with Xiafang Chen; 15. Expanding pedagogical boundaries: Indigenous students: undertaking doctoral education: Liz Mckinley and Barbara Grant; Index |
| Summary |
"The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: the changing nature of doctoral education the need for systematic and principled accounts of doctoral pedagogies the importance of disciplinary specificity the relationship between pedagogy and knowledge generation issues of transdisciplinarity. Reshaping Doctoral Education provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctioral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors." -- Publisher's Description |
| Notes |
Print version record |
| Subject |
Doctor of philosophy degree -- United States
|
|
Universities and colleges -- United States -- Graduate work
|
|
Doctor of philosophy degree
|
|
Universities and colleges -- Graduate work
|
|
United States
|
| Form |
Electronic book
|
| Author |
Danby, Susan
|
| ISBN |
9780203142783 |
|
0203142780 |
|
