Developing the Doctorate 2


Heather Eggins, Anne Lee, Helmut Brentel, Lise Busk Kofoed, Anette Kolmos, Westley Forsythe


15,99 € (103 Seiten, PDF)


  • The Professional Doctorate: A Response to 21st Century Requirements for European Higher Education?

    Heather Eggins

    Professional doctorates are developing in a number of European countries in response to pressure to provide high level skills for the labour market. This article looks at these developments and the place of the professional doctorate in the ongoing development of doctoral education as part of the Bologna process. The article covers issues of definition, provides a short overview of the history and current range of professional doctorates, and looks at their recent development in a variety of European higher education systems. The overall potential of the professional doctorate in assisting Europe to compete effectively in the global world of knowledge-driven technology is discussed, concluding that the professional doctorate is arguably one of the routes whereby this can be achieved.

  • Some Implications of European Initiatives for Doctoral Supervision

    Anne Lee

    There has been a significant and welcome emphasis on doctoral education in the last five years and there is wide agreement that ‘original research’ is the key definition of what doctoral education is about. However this term ‘original research’ requires further explanation and there is a need for clearer statements about what defines doctoral level work. This article reviews some of the recent European initiatives on the doctoral process and begins a discussion about what that might mean for supervisor development. It looks firstly at one way of framing good practice in a one to one supervisor relationship, and then identifies who might be involved in creating a supervisory team. It reviews the impact of the growth of graduate schools and the pressures to create collaborative centres of excellence for research, and looks at the implications for supervisor development.

  • Establishing a Doctoral School

    Helmut Brentel

    The article discusses objectives, measures and procedures for establishing doctoral schools in the transition from the apprenticeship model to a new contract model of doctoral education. It analyses the foundation of doctoral schools as an ongoing social process of organisational learning and changes in academic culture. The contribution is concerned with design questions and implementation obstacles. It explains the advantages different types of doctoral schools offer. Checklists and best practice examples give a comprehensive overview of measures and strategies for the provision of excellent training and support conditions for junior researchers in a rapidly changing global environment.

  • New Challenges in PhD Supervision at Aalborg University

    Lise Busk Kofoed, Anette Kolmos

    This article looks at the new challenges facing PhD supervisors and presents the PhD system at Aalborg University, Denmark. Sections of a study undertaken at Aalborg University on the PhD study environment and PhD supervision are presented and analysed. One of the recommendations from this study was that the Doctoral School of Engineering, Science and Medicine at Aalborg University should offer seminars and training courses for PhD supervisors. Planning these new PhD supervisor courses is therefore partly based on the results of the study, as well as on the authors’ experience from many PhD supervisor courses and activities. The outline of a PhD supervisor course for 2009 is also presented.

  • Skills Statements and Their Role in Doctoral Education: The Irish Experience

    Westley Forsythe

    This article examines the use of skills statements and their role in the development of doctoral education, with a particular focus on the recent experience in Ireland. After outlining the links to European and national policies through the Bologna process and the development of the European Research Area, the article highlights the main features and purposes of a skills statement, notably the importance of communicating to wider stakeholders the main learning outcomes of the doctoral experience. The article looks at the process by which a PhD graduates’ skills statement was prepared in Ireland, and discusses both how this can and should not be used in the ongoing expansion of doctoral education.

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