Doctoral enterprise: A holistic conception of evolving practices and arrangements

Studies in Higher Education

Volumn 35, Issue 1, 2010, Pages 25-39

  Cumming, Jim ^a  

^a AUSTRALIAN NATIONAL UNIVERSITY   (Australia)

Author keywords

Doctoral arrangements; Doctoral education; Doctoral enterprise; Doctoral practices; Practice theory

Indexed keywords

EID: 77951158388     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075070902825899     Document Type: Article

References (43)

1. Bourdieu, P. 1977. Outline of a theory of practice. London: Cambridge University Press.
2. Bourdieu, P. 1990. The logic of practice. Stanford, CA: Stanford University Press.
3. Bradley, D., P. Noonan, H. Nugent, and B. Scales. 2008. Review of Australian Higher Education Discussion Paper, June 2008. http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/reviews/highered_review/default.htm#Review_of_Australian_Higher_Education_Discussion_Paper_June_2008 (accessed June 11, 2008).
4. Cumming, J. 2007. Representing the complexity, diversity and particularity of the doctoral enterprise in Australia. PhD thesis, Centre for Educational Development and Academic Methods, The Australian National University, Canberra.
5. Cumming, J. 2008. Acknowledging conflict in communities of practice. Higher Education and Research Development Society of Australasia 2008 Conference, July 1-4, in Rotorua, New Zealand. http://www.herdsa.org.au/wp-content/uploads/conference/2008/media/Cumming.pdf.
6. Cumming, J. 2009. The doctoral experience in science: Challenging the current orthodoxy. British Educational Research Journal 35, no. 6: 877-90.
7. Cumming, J. Forthcoming. Contextualised performance: Reframing the skills debate in research education. Studies in Higher Education.
8. Dearing, R.C. 1997. Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. London: Department for Education and Employment.
9. Department of Innovation, Universities and Skills (DIUS). 2008. Higher education at work-High skills: High value. http://www.dius.gov.uk/consultations/~/media/publications/H/Higher_Education_at_Work (accessed May 23, 2009).
10. Etzkowitz, H., and L. Leydesdorff. 2000. The dynamics of innovation: From national systems and 'mode 2' to a triple helix of university-industry-government relations. Research Policy 29, no. 2: 109-23.
11. European University Association. 2003. Statement on the Bologna Process. http://www.eua.be/eua/jsp/en/upload/POL_BP_EFspeech_final.1065008242506.pdf (accessed March 21, 2008).
12. European University Association. 2005. Glasgow Declaration. http://www.eua.be/eua/jsp/en/upload/Glasgow_Declaration.1114612714258.pdf (accessed March 21, 2008).
13. European University Association. 2007. Lisbon Declaration. http://www.eua.be/fileadmin/user_upload/files/Lisbon_Convention/Lisbon_Declaration.pdf (accessed March 21, 2008).
14. Giddens, A. 1982. Profiles and critiques in social theory. London: Macmillan.
15. Giddens, A. 1984. The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California Press.
16. Harris, M. 1996. Review of postgraduate education. Bristol: Higher Education Funding Council for England.
17. Harvey, L. 2000. New realities: The relationship between higher education and employment. Tertiary Education and Management 6, no. 1: 3-17.
18. Holdaway, E.A. 1996. Current issues in graduate education. Journal of Higher Education Policy and Management 18, no. 1: 59-74.
19. Holmes, L. 2000. Questioning the skills agenda. In Integrating key skills in higher education, ed. S. Fallows and C. Steven, 201-14. London, Kogan Page.
20. Holmes, L. 2001. Reconsidering graduate employability: The 'graduate identity' approach. Quality in Higher Education 7, no. 2: 111-19.
21. Holmes, L. 2006. Reconsidering graduate employability: Beyond possessive-instrumentalism. Paper presented at the Seventh International Conference on HRD Research and Practice across Europe, May 22-24, at the University of Tilburg. http://www.re-skill.org.uk/papers/reconsidering_graduate_employability2.pdf.
22. Kemmis, S. 2005. Knowing practice: Searching for saliences. Pedagogy, Culture and Society 13, no. 3: 391-426.
23. Kemp, D. 1999. Knowledge and innovation: A policy statement on research and research training. Canberra: Commonwealth of Australia.
24. McAlpine, L., and J. Norton. 2006. Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research and Development 25, no. 1: 3-17.
25. Nelson, B. 2002. Higher education at the crossroads: An overview paper. Canberra: Department of Education, Science and Training.
26. Nyquist, J.D., and B.J. Woodford. 2000. Re-envisioning the PhD: What concerns do we have? http://www.grad.washington.edu/envision/PDF/ConcernsBrief.pdf (accessed September 19, 2006).
27. Park, C. 2007. Redefining the doctorate. http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/redefining_the_doctorate.pdf (accessed May 27, 2008).
28. Pearson, M., and A. Brew. 2002. Research training and supervision development. Studies in Higher Education 27, no. 2: 136-50.
29. Pearson, M., J. Cumming, T. Evans, P. Macauley, and K. Ryland. 2008. Exploring the extent and nature of the diversity of the doctoral population in Australia: A profile of the respondents to a 2005 national survey. Paper presented at the Quality in Postgraduate Research 2008 Conference, April 17-18, in Adelaide, The Australian National University. http://www.qpr.edu.au/2008/pearson2008.pdf.
30. Pearson, M., and L. Ford. 1997. Open and flexible PhD study and research. Canberra: Australian Government Publishing Service.
31. Roberts, G. 2002. SET for success: The supply of people with science, engineering and technology skills. Roberts Review. London: Department of Trade and Industry and Department of Education and Skills.
32. Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
33. Schatzki, T.R. 1996. Social practices: A Wittgensteinian approach to human activity and the social. Cambridge: Cambridge University Press.
34. Schatzki, T.R. 2002. The site of the social. University Park, PA: Pennsylvania State University Press.
35. Schon, D.A. 1987. Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
36. Scott, D., A. Brown, I. Lunt, and L. Thorne. 2004. Professional doctorates: Integrating professional and academic knowledge. Maidenhead: Open University Press.
37. Stenhouse, L. 1978. Case study and case records: Towards a contemporary history of education. British Educational Research Journal 4, no. 2: 21-9.
38. Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6, no. 1: 1-6.
39. Stephenson, J., and M. Yorke, eds. 1998. Capability and quality in higher education. London: Kogan Page.
40. Thorlakson, I. 2005. Models of doctoral training in European political science. European Consortium for Political Research 4, no. 1: 82-94.
41. Walker, G.E., C.M. Golde, L. Jones, A.C. Bueschel, and P. Hutchings. 2007. The formation of scholars: Rethinking doctoral education for the twenty-first century. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
42. Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
43. West, R. 1998. Learning for life. Final report, Review of higher education financing and policy. Canberra: Department of Education, Training and Youth Affairs.