Mehr lesen
This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education.
Über den Autor / die Autorin
Tanya M. Machin
is Lecturer in Psychology and Counselling at the University of Southern Queensland, Australia. Her research focuses on social media, developmental psychology and research ethics.
Marc Clarà
is a Serra Húnter Fellow at the University of Lleida, Spain. His research interests include teachers’ reflection, teachers’ emotions and decision-making, and dialogic educational interaction, especially collective inquiry.
Patrick Alan Danaher
is Acting Dean of the Graduate Research School at the University of Southern Queensland, Australia. He is also an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia, and Docent in Social Justice and Education at the University of Helsinki, Finland.
Zusammenfassung
This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education.
