Challenges to doctoral research and supervision quality: A theoretical approach

Procedia - Social and Behavioral Sciences

Volumn 15, Issue , 2011, Pages 3576-3581

  Baptista, Ana V ^a  

^a UNIVERSITY OF AVEIRO   (Portugal)

Author keywords

Challenges; Doctoral supervision and research; Quality

Indexed keywords

EID: 84858774665     PISSN: 18770428     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1016/j.sbspro.2011.04.338     Document Type: Conference Paper

References (26)

1. Barnett, R. (2000). Realizing the University in an age of supercomplexity. Buckingham: SRHE and Open University Press.
2. Bergen Communiqué (2005). The European higher education area: Achieving the goals. http://www.bologna-bergen2005.no/Docs/00-Main-doc/050520- Bergen-Communique.pdf (June 2007).
3. Berlin Communiqué (2003). Realising the European Higher Education Area. http://www.eua.be/fileadmin/user-upload/files/EUA1-documents/OFFDOC-BP- Berlin-communique-final.1066741468366.pdf (May 2007).
4. Bologna Declaration (1999). The Bologna Declaration of 19 June 1999. http://www.bologna-berlin2003.de/pdf/bologna-declaration.pdf (September 2007).
5. Brew, A. (2007). Evaluating academic development in a time of perplexity. International Journal for Academic Development, 12(2), 69-72.
6. Chambaz, J., Biaudet, P. & Collonge, S. (n/d). Implementing Bologna in your institution: Developing the doctorate. http://phd.epfl.ch/webdav/site/ phd/users/181668/public/Developing%20the%20Doctorate: %20Jean%20Chambaz%20et%20al%20on%20doctoral%20training%20plans (January 2009).
7. Coaldrake, P., & Stedman, L. (1999). Academic work in the twenty-first century: Changing roles and policies. Australian Government, Department of Education Training and Youth Affaires: Higher Education Division.
8. Costley, C., & Lester, S. (2010). Work-based doctorates: professional extension at the highest levels. http://www.sld.demon.co.uk/wbdocs.pdf (May 2010).
9. Enders, J. (2005). Border crossings: Research training, knowledge dissemination and the transformation of academic work. Higher Education, 49, 119-133.
10. European Commission (2005). Frontier Research: The European Challenge - High-Level Expert Group Report. http://erc.europa.eu/pdf/hleg-fullreport- frontier-research-april2005-en.pdf (May 2010).
11. Hodson, P., & Thomas, H. (2003). Quality assurance in Higher Education: Fit for the new millennium or simply year 2000 compliant? Higher Education, 45, 375-387.
12. Kearney, M-L. (2009). Higher Education, Research and Innovation: Charting the Course of the Changing Dynamics of the Knowledge Society. In V.L. Meek, U. Teichler, & M-L. Kearney (Eds.), Higher Education, Research and Innovation: Changing Dynamics (pp. 7-23). Kassel: INCHER and UNESCO.
13. Kehm, B.M. (2009) New forms of doctoral education and training in the European Higher Education Area. In B.M. Kehm, J. Huisman, & B. Stensaker (Eds.), The European Higher Education Area: Perspectives on a Moving Target (pp. 223-241). Rotterdam: Sense Publishers.
14. Lester, S. (2009). Doctoral-level qualifications outside of universities: a comparison of forms and practices. http://www.sld.demon.co.uk/docequivs.pdf (May 2010).
15. Leuven Communiqué (2009). The Bologna Process 2020 - The European Higher Education Area in the new decade http://www.ond.vlaanderen.be/ hogeronderwijs/Bologna/conference/documents/Leuven-Louvain-la-Neuve- Communiqu%C3%A9-April-2009.pdf (September 2009).
16. London Communiqué (2007). Towards the European higher education area: Responding to challenges in a globalised world. http://www.aic.lv/ace/ace- disk/2005-07/London/LondonCommEN.pdf (October 2007).
17. Metcalfe, J. (2010). Developing doctoral employability to benefit all. Academy Exchange #9, 46-47.
18. Naidoo, R. (2005). Universities in the marketplace: The distortion of teaching and research. In R. Barnett (Eds.), Reshaping the Universitiy: New Relations between Research, Scholarhip and Teaching (pp. 27-36). Maidenhead & New York: SRHE and Open University Press.
19. Park, C. (2007a). Redefining the doctorate. York: The Higher Education Academy.
20. Park, C. (2007b). PhD, Quo Vadis? Skills training and the changing doctorate progamme. In R. Hinchcliffe, T. Bromley, & S. Hutchinson (Eds.), Skills Training in Research Degree Programmes: Politics and Practice (pp. 27-43). Maidenhead & New York: McGraw Hill and Open University Press.
21. Pearson, M., & Kayrooz, C. (2004). Enabling critical reflection on research supervisory practice. International Journal for Academic Development, 9(1), 99-116.
22. Peters, M., & Olssen, M. (2005). 'Useful Knowledge': Redifining research and teaching in the learning economy. In R. Barnett (Eds.), Reshaping the Universitiy: New Relations between Research, Scholarhip and Teaching (pp. 37-47). Maidenhead & New York: SRHE and Open University Press.
23. Taylor, S. (2009). The Post-Humboldtian Doctorate: Implications for supervisory practice. In the iPED Research Network (Eds.), Academic Futures: Inquiries into Higher Education and Pedagogy (pp. 61-77). Newcastle: Cambridge Scholars Publishing.
24. Thomson, P., & Walker, M. (2010). Doctoral education in context: The changing nature of the doctorate and doctoral students. In M. Walker, & P. Thomson (Eds.), The Routledge Doctoral Supervisor's Companion (pp. 9-26). Oxon & New York: Routledge.
25. Thornton, M. (2009). Academic un-freedom in the new knowledge economy. In A. Brew, & L. Lucas (Eds.), Academic Research and Researchers (pp. 19-34). Maidenhead & New York: SRHE and Open University Press.
26. Wendler, C., Bridgemen, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010). The Path Forward: The Future of Graduate Education in the United States. Princeton, NJ: Educational Testing Service.