Keine Beschreibung vorhanden.
Erscheinungsdatum: 26.02.2011

lgrsnf/R:\062020\springer2\10.1007%2F978-94-007-0507-4.pdf

nexusstc/Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators/4d9a7fc9e8457baf2e3cbda3e93e3be2.pdf

scihub/10.1007/978-94-007-0507-4.pdf

zlib/Education Studies & Teaching/Lynn McAlpine, Cheryl Amundsen (auth.), Lynn McAlpine, Cheryl Amundsen (eds.)/Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators_5921592.pdf

Lynn McAlpine; Cheryl Amundsen; SpringerLink (Online service)

Lynn McAlpine, Cheryl Amundsen, editors

McAlpine, Lynn; Amundsen, Cheryl

Springer Science + Business Media BV

Springer London, Limited

Dordrecht, New York, Netherlands, 2011

Springer Nature, Dordrecht, 2011

Netherlands, Netherlands

2011, 2011-02-26

2011, US, 2011

lg2761665

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Includes bibliographical references and index.

The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their work related to doctoral education.
__Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators__ offers research-based strategies for improving doctoral education in a non-technical and conversational way. Those strategies include learning to be a new supervisor alongside other academic work, developing an intellectual network during the doctoral journey, giving and receiving feedback on scholarly writing, and preparing for the oral defence. Also, based on research evidence, the book challenges taken-for-granted practices and policies surrounding doctoral education, including the gendered nature of disciplinary practices, the paradox of writing in doctoral education and the public oversight of more and more aspects of academic work.
Intended for doctoral students, academics, staff and administrators, this book provides several perspectives on the topic of doctoral education and contains the actual voices of doctoral students and new academics to illustrate its discussion.

Front Matter....Pages 1-1
Front Matter....Pages 15-15
To Be or Not to Be? The Challenges of Learning Academic Work....Pages 1-13
Tracking the Doctoral Student Experience over Time: Cultivating Agency in Diverse Spaces....Pages 17-36
New Academics as Supervisors: A Steep Learning Curve with Challenges, Tensions and Pleasures....Pages 37-55
Front Matter....Pages 57-58
Speaking of Writing: Supervisory Feedback and the Dissertation....Pages 59-74
The Paradox of Writing in Doctoral Education: Student Experiences....Pages 75-95
Making Sense of the Doctoral Dissertation Defense: A Student-Experience-Based Perspective....Pages 97-114
Front Matter....Pages 115-116
Gender and Doctoral Physics Education: Are We Asking the Right Questions?....Pages 117-132
Genre and Disciplinarity: The Challenge of Grant Writing for New Non-Anglophone Scientists....Pages 133-155
Disciplinary Voices: A Shifting Landscape for English Doctoral Education in the Twenty-First Century....Pages 157-169
Front Matter....Pages 171-172
Making Meaning of Diverse Experiences: Constructing an Identity Through Time....Pages 173-183
Challenging the Taken-For-Granted: How Research Can Inform Doctoral Education Policy and Practice....Pages 185-202
Moving from Evidence to Action....Pages 203-211
Back Matter....Pages 203-203

2020-08-30