Framing doctoral pedagogy as design and action

Danby, S; Lee, A

Framing doctoral pedagogy as design and action

Danby, S Lee, A

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Reshaping Doctoral Education: International Approaches and Pedagogies, 2012, 1, pp. 3 - 11
Issue Date:: 2012-01

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Field	Value	Language
dc.contributor.author	Danby, S	en_US
dc.contributor.author	Lee, A	en_US
dc.contributor.editor	Lee	en_US
dc.contributor.editor	Danby	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	Reshaping Doctoral Education: International Approaches and Pedagogies, 2012, 1, pp. 3 - 11	en_US
dc.identifier.isbn	9780415618120	en_US
dc.identifier.uri	http://hdl.handle.net/10453/23256
dc.description.abstract	In the last forty years or so, the doctorate has moved from a small, elite endeavour, designed primarily to replenish an academic-disciplinary workf()l'cc, to a strong and growing international enterprise and market. 'I'here is a growing momentum of international debate abollt the future and shape of the doctorate, which is rapidly expanding and diversifying. In Australia, as in many European countries and in the UK, numbers almost doubled in a ten-year period. In the USA, there arc morc than 40,000 doctoral graduates each year. China, India, South East Asia and countries in South America and Africa arc developing doctoral education programs at a rapid pace as part of plans for economic growth (Cyranoski et al., 2011). This expansion is associated with the doctorate's strong connection to policy rationalities associated with a globalised 'knowledge economy', where doctoral education is understood as producing knowledge workers to replenish national or regional innovation systems and develop human capital in knowledge industries (Calleja Perez et al., 2011).	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Reshaping Doctoral Education: International Approaches and Pedagogies	en_US
dc.title	Framing doctoral pedagogy as design and action	en_US
dc.type	Chapter
utslib.location	Oxon	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Oxon	en_US

Abstract:

In the last forty years or so, the doctorate has moved from a small, elite endeavour, designed primarily to replenish an academic-disciplinary workf()l'cc, to a strong and growing international enterprise and market. 'I'here is a growing momentum of international debate abollt the future and shape of the doctorate, which is rapidly expanding and diversifying. In Australia, as in many European countries and in the UK, numbers almost doubled in a ten-year period. In the USA, there arc morc than 40,000 doctoral graduates each year. China, India, South East Asia and countries in South America and Africa arc developing doctoral education programs at a rapid pace as part of plans for economic growth (Cyranoski et al., 2011). This expansion is associated with the doctorate's strong connection to policy rationalities associated with a globalised 'knowledge economy', where doctoral education is understood as producing knowledge workers to replenish national or regional innovation systems and develop human capital in knowledge industries (Calleja Perez et al., 2011).

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http://hdl.handle.net/10453/23256