TY - JOUR
T1 - The curriculum question in doctoral education
AU - González-Ocampo, Gabriela
AU - Kiley, Margaret
AU - Lopes, Amélia
AU - Malcolm, Janice
AU - Menezes, Isabel
AU - Morais, Ricardo
AU - Virtanen, Viivi
N1 - Funding Information:
This work was funded (in part) by National Funds through the FCT – Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within the strategic project of CIIE, with the ref. “PEst-OE/CED/UI0167/2014”.
Publisher Copyright:
© 2015, European Association for Research on Learning and Instruction. All rights reserved.
PY - 2015/10/12
Y1 - 2015/10/12
N2 - 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 under-researched 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.
AB - 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 under-researched 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.
KW - Doctoral education
KW - Outcomes
KW - Professional learning
KW - Curriculum
KW - Processes
UR - http://www.scopus.com/inward/record.url?scp=85081909813&partnerID=8YFLogxK
U2 - 10.14786/flr.v3i3.191
DO - 10.14786/flr.v3i3.191
M3 - Article
SN - 2295-3159
VL - 3
SP - 23
EP - 38
JO - Frontline Learning Research
JF - Frontline Learning Research
IS - 3
ER -