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Doctoral education shapes the academy – what shapes doctoral education?
Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (STEP)
Lund University.
Lund University.
2014 (English)In: Proc. ICED 2014: Educational development in a changing world, London: International Consortium for Educational Development , 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

For universities all over the world, the strategic importance of doctoral education has increased over the last decades. Both locally and internationally we can observe growing activity in three interrelated areas of doctoral education: policy, knowledge formation and practice. Doctoral education is moving and has become a concern for the field of educational development.

In a recent Swedish report on quality and leadership in doctoral education1 we elaborate on the many different ways in which doctoral education is essential for the regeneration, legitimacy and development of the academy and all its practices.

We also describe how doctoral education to a large extent is built upon and integrated with other academic practices; primarily research but also undergraduate education and public outreach, and as a consequence is highly dependent on the organisation, infrastructure and quality enhancing processes of these.

This reciprocal relationship and interdependence between the academy and doctoral education is under-studied and recent and future changes to doctoral education, at the policy as well as at the practice level, could mean considerable and unpredictable consequence for the academy. In our report we identify an on-going shift in power over Swedish doctoral education – away from the academy and towards the political arenas and funding bodies. This shift has reshaped both content and form of doctoral education. There is a marked risk that such changes could undermine the academy’s capacity to fulfil its mission.

In this paper we will discuss conditions and recent developments in Sweden that is currently shaping doctoral education and describe the mechanisms at work.

We will end by addressing a few areas of particular concern for educational development

Place, publisher, year, edition, pages
London: International Consortium for Educational Development , 2014.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-228261OAI: oai:DiVA.org:uu-228261DiVA: diva2:733196
Conference
ICED 2014, June 16-18, Stockholm, Sweden
Available from: 2014-07-08 Created: 2014-07-08 Last updated: 2014-07-20

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Elmgren, MajaForsberg, Eva

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CiteExportLink to record
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  • apa
  • ieee
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