Overview

With the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.

Full Product Details

Author:   Marie-Louise Österlind ,  Pamela M. Denicolo ,  Britt-Marie Apelgren
Publisher:   Brill
Imprint:   Brill
Volume:   24
Weight:   0.515kg
ISBN:  

9789004529298

ISBN 10:   9004529292
Pages:   220
Publication Date:   15 September 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Acknowledgements List of Figures and Tables Notes on Contributors 1 Prologue  Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education  Alistair McCulloch 3 Restructuring Doctoral Education in Sweden  Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities  Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges  Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation  Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens  Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development  Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination  Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development?  Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality  Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective  Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning  Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective  Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education  Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index

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Author Information

Marie-Louise Österlind (PhD, Lund University) is Vice Dean and Senior Lecturer in Work Psychology at Kristianstad University, Sweden. Her research concerns working conditions and leadership in public sector organisations. She has been a regular board member of The Swedish Association for University Teachers. Pam Denicolo (PhD, University of Surrey) is Professor Emerita of the University of Reading, UK, a chartered psychologist, an Academy of Social Sciences Fellow, a honorary pharmacist, and advisor/consultant to universities worldwide on doctoral education. She provides workshops for supervisors and researchers on supervision, examining, research methods, publishing, gaining funding, etc. Britt-Marie Apelgren (PhD, University of Reading) is Professor of Language Education at the University of Gothenburg, Sweden. She has extensive experience in doctoral education. Her main research fields concern teacher cognition, language teaching and learning, language policy, doctoral studies, and leadership in higher education.

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