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Conceptualising doctoral researcher training through Bernstein's theoretical frameworks
Purpose The purpose of this paper is to present a theoretically-informed analysis of an exploratory study which included a focus on postdoctoral researchers' views of their training needs. Design/methodology/approach The wider mixed-methods study was focused on post-doctoral career trajectories at a time of ongoing policy interest in doctoral education. Bernstein's theoretical perspectives are used to illuminate the data, particularly his concepts of classification and regionalisation. Findings Respondents' reflections on their doctoral training showed a much stronger appreciation of training which was based in disciplinary practices, even if these were subject to regionalisation, as opposed to more generic professional skills training. Research limitations/implications The small scale and exploratory nature of the study is recognised, as well as the need for more independent research in this area. Practical implications The study has implications for the nature of the training provided as part of doctoral education. First, it is argued that this should include more explicit discussion of policy shifts relating to doctoral education. Second, rather than being glossed over in the imposition of generic competency frameworks (conceptualised through Bernstein as a generic performance mode), researcher training should attend closely to the social and cultural base of the skills and practices of different regions of knowledge production, at the same time as recognising these to be fluid and dynamic. Originality/value Overall, while recognised as exploratory, the study aims to contribute insights on doctoral graduates' perspectives on researcher training as well as suggesting the usefulness of Bernstein's theoretical framework for understanding the reconstruction of doctoral education in the UK.
History
Publication status
- Published
Journal
International Journal for Researcher DevelopmentISSN
2048-8696Publisher
Emerald Group Publishing LimitedExternal DOI
Issue
2Volume
4Page range
72-85Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2015-03-12Usage metrics
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