The changing landscape of doctoral education: A framework for analysis and introduction to the special issue

Taylor, Stan

Abstract

Traditionally, doctoral education was a matter of the talented few being apprenticed to learn how to research from masters in their discipline; it was conducted in private in spaces far removed from normal teaching or industry or commerce; the only requirement to supervise or to examine candidates was to be research active; many candidates dropped out in the course of their studies; for those who persisted their research took as long as it took; and the majority of graduates went on to become academics. But, over the past three decades or so, there have been a number of changes which have transformed doctoral education almost beyond recognition. The purpose of the present article is to provide a general analysis of these factors in order to provide an overall framework for the discussion at the international level of the changes in doctoral education in a sample of case studies drawn from across the globe.

Citation

Taylor, S. (2023). The changing landscape of doctoral education: A framework for analysis and introduction to the special issue. Innovations in Education and Teaching International, 60(5), 606-622. https://doi.org/10.1080/14703297.2023.2237962

• Journal Article Type: Article
• Acceptance Date: May 19, 2023
• Online Publication Date: Aug 21, 2023
• Publication Date: Sep 3, 2023
• Deposit Date: Aug 30, 2023
• Publicly Available Date: Aug 30, 2023
• Journal: Innovations in Education and Teaching International
• Print ISSN: 1470-3297
• Electronic ISSN: 1470-3300
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 60
• Issue: 5
• Pages: 606-622
• DOI: https://doi.org/10.1080/14703297.2023.2237962
• Keywords: Education
• Public URL: https://durham-repository.worktribe.com/output/1726962