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| Titre : | Identifying, Characterising and Assessing New Practices in Doctoral Education (2016) |
| Auteurs : | Lukas Baschung |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 51, n° 4, December 2016) |
| Article en page(s) : | pp. 522-534 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ENSEIGNEMENT SUPERIEUR ; DOCTORAT ; POLITIQUE DE L'EDUCATION ; GRANDE ECOLE ; UNIVERSITE ; ACTIVITE DE RECHERCHE ; SUISSE ; NORVEGE |
| Résumé : | Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the apprenticeship model. However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or Doctoral Schools. Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students’ recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends – which vary according to the case study – consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of ‘brain drain’, workload, supervision, innovation and careers may even be reinforced or at least not completely solved. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12191 |
