| Description |
1 online resource |
| Contents |
CONTENTS -- ACKNOWLEDGMENTS -- PREFACE -- 1. DOCTORAL EDUCATION AND TRAINING: A VIEW ACROSS COUNTRIES AND DISCIPLINES -- THE LINK BETWEEN RESEARCH AND TEACHING AND THE TRADITIONS OF DOCTORAL EDUCATION AND TRAINING -- EXPANSION OF HIGHER EDUCATION AND ITS IMPLICATIONS FOR DOCTORAL EDUCATION AND TRAINING -- THE QUANTITIES OF DOCTORAL DEGREES AND THE WHEREABOUTS OF DOCTORAL DEGREE HOLDERS -- Varied Professional Whereabouts: An Argument for Varied Types of Doctorates? -- SPREAD OF DOCTORAL PROGRAMS A MOVE TOWARDS GLOBAL CONVERGENCE? |
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THE ROLE OF THE DOCTORAL PHASE IN THE OVERALL EDUCATION, TRAINING, AND CAREER DEVELOPMENT OF ACADEMICSEXTENT AND MODE OF DIVERSIFICATION OF HIGHER EDUCATION AND RESEARCH SYSTEMS AND THEIR IMPLICATIONS -- THE OVERALL SITUATION AND ROLE OF JUNIOR ACADEMICS -- CHANGING VIEWS OF THE DESIRABLE JOB ROLES AND COMPETENCES OF ACADEMICS AND THE TASKS OF DOCTORAL EDUCATION AND TRAINING -- DIFFERENCES ACCORDING TO DISCIPLINES AND THE CHALLENGES FOR EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION |
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THE MANY MEANINGS OF HIGH-QUALITY AND RESEARCH-ORIENTED DOCTORAL EDUCATION AND TRAINING, AND THE MANY MEANS TO PURSUEREFERENCES -- COMMENTARY ON CHAPTER 1 -- CONCEPTUAL UNITY: DIFFERENCES IN PROGRAMS, SIMILAR DEGREE STATUS? -- QUALITY IN THE DIFFERENCES? -- ACTORS, PROJECTS, NEGOTIATIONS, COMMITMENTS, AND DECISION MAKING -- THE FUTURE OF DOCTORAL EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION -- THE DESTINATIONS OF DOCTORAL DEGREE HOLDERS -- REFERENCES -- 2. DOCTORAL EDUCATION OF EDUCATIONAL RESEARCHERS: NATIONAL POLICIES, NATIONAL CONTEXT, AND INSTITUTIONAL ACTORS |
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HIGHER AND GRADUATE EDUCATIONEDUCATIONAL RESEARCHERS AND EDUCATIONAL RESEARCH -- RECOGNIZING THE IMPORTANT SOCIAL ROLE OF EDUCATIONAL RESEARCH -- THE CONSTRUCTION OF A SPECIFIC SCOPE/FIELD OF KNOWLEDGE -- DEBATES ON THE ORIGIN, NATURE, AND QUALITY OF EDUCATIONAL RESEARCH -- WHO IS AN EDUCATIONAL RESEARCHER? -- A LABOR SPACE FOR EDUCATIONAL RESEARCHERS -- THE SPECIFIC AND INTENTIONAL TRAINING/EDUCATIONAL PROGRAM REQUIRED TO BECOME AN EDUCATIONAL RESEARCHER -- ONGOING OPEN DEBATES -- IN CONCLUSION -- NOTES -- REFERENCES -- COMMENTARY ON CHAPTER 2 |
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THE MEXICAN CASE IN QUANTITATIVE AND STRUCTURAL TERMSTHE HIGHLY STRATIFIED EDUCATIONAL RESEARCH ARENA -- A PERENNIAL DIVIDE BETWEEN THE EDUCATIONAL RESEARCHERS AND THE OTHERS? -- DOCTORAL EDUCATION AND TRAINING: ANYTHING GOES? -- 3. A TWO-TRACK DOCTORATE IN EDUCATION: THERE IS MORE THAN ONE PATH TO ADVANCED SCHOLARSHIP -- THE TWO UNIVERSES AWAITING DOCTORAL GRADUATES IN EDUCATION -- WHY AN APPLIED DOCTORAL PROGRAM AND WHY SHOULD IT BE A DOCTORAL PROGRAM? -- THE STRUCTURE OF AN ED. D. PROGRAM -- IN CLOSING -- REFERENCES -- COMMENTARY ON CHAPTER 3 |
| Summary |
Five educational researchers, coming from a variety of higher education institutions, academic disciplines, and cultural backgrounds, met together over a three-year period to discuss the present and future of doctoral education and training in the field of education. Their hope was that the product of their discussions would enable educators and policy makers around the world to rethink, restructure, and even design new programs to prepare the rising generation of educational researchers in their countries. These differences in academic, national, and institutional perspectives led to a variety of ways, even conflicting ones, in which the quality of doctoral education and training could be improved. Based on our discussion, we came to the conclusion that there are no universal solutions to the problems involved in setting up and operating a quality doctoral program. Rather, educators would be wise to be aware of the alternatives at their disposal and make informed choices based on an understanding of the larger societal and political contexts in their states, regions, or nations. To facilitate this decision-making process, we have chosen to conclude with a set of key questions that should be addressed by those seeking to examine and improve their doctoral programs in education and briefly describe some of the alternative ways of answering these questions. Instead of passively absorbing a unified position, then, the reader is invited to join the dialogue that has taken place (and is still taking place) between and among the authors. To exemplify such a dialogue, each chapter is followed by one or two commentaries written by members of the group. We would encourage the reader to write commentaries on the individual chapters (and perhaps the commentaries), thereby engaging in a dialogue with the authors on a fairly personal level |
| Analysis |
onderwijs |
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education |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references at the end of each chapters |
| Notes |
Print version record |
| Subject |
Education -- Research -- Study and teaching
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Education -- Research -- Study and teaching
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| Form |
Electronic book
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| Author |
Ibarrola, María de, editor.
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Anderson, Lorin W., editor.
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| ISBN |
9789462096981 |
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9462096988 |
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9462096961 |
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9789462096967 |
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