Editors:
- Provides a research-based analysis and strategies for improving doctoral education in a non-technical and conversational way
- Includes personally-focused research-based strategies for doctoral students and supervisors to enhance their own experiences
- Taken-for-granted practices and policies surrounding doctoral education are challenged based on research evidence
- Includes supplementary material: sn.pub/extras
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Table of contents (12 chapters)
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Front Matter
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Writing and Speaking—Learning the Disciplinary Language, Talking the Talk
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Front Matter
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Gender, Genre, and Disciplinary Identifying—Negotiating Borders
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Front Matter
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Supporting the Doctoral Process Through Research-Based Strategies
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Front Matter
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Back Matter
About this book
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.
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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.
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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.
Editors and Affiliations
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McGill University, Montreal, Canada
Lynn McAlpine
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Fac. Education, Simon Fraser University, Burnaby, Canada
Cheryl Amundsen
Bibliographic Information
Book Title: Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
Editors: Lynn McAlpine, Cheryl Amundsen
DOI: https://doi.org/10.1007/978-94-007-0507-4
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2011
Hardcover ISBN: 978-94-007-0506-7Published: 26 February 2011
Softcover ISBN: 978-94-007-9927-1Published: 15 October 2014
eBook ISBN: 978-94-007-0507-4Published: 16 February 2011
Edition Number: 1
Number of Pages: XII, 213
Topics: Higher Education, Administration, Organization and Leadership