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Drivers and interpretations of doctoral education today: national comparisons
journal contribution
posted on 2023-06-08, 23:05 authored by Barbara CrossouardBarbara Crossouard, Lesley Andres, Soren S E Bengtsen, Liliana Gallego Castano, Jeffrey M Keefer, Kirzi PyhaltoIn the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.
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- Published
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- Published version
Journal
Frontline Learning ResearchISSN
2295-3159Publisher
EARLIExternal DOI
Issue
3Volume
3Page range
5-22Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2015-11-09First Open Access (FOA) Date
2015-11-09First Compliant Deposit (FCD) Date
2015-11-09Usage metrics
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