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oapen-20.500.12657-581972022-09-26T13:11:22Z Towards a Global Core Value System in Doctoral Education Nerad, Maresi Bogle, David Kohl, Ulrike O’Carroll, Conor Peters, Christian Scholz, Beate higher education;decolonisation;global;diversity;early career researchers;university management;Global South;Global North;collaboration;interdisciplinarity;Doctoral education;research funding;PhDs;knowledge society;diversity in graduate education;globalization;core societal values;research production;researcher training;sustainable development al goals;social justice;responsible research bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development Recent decades have seen an explosion in doctoral education worldwide. Increased potential for diverse employment has generated greater interest, with cultural, political and environmental tensions focusing the attention of new creative, responsible scholars. Towards a Global Core Value System in Doctoral Education provides an evaluation of changes and reforms in doctoral education since 2000. Recognising the diversity of academic cultures and institutional systems worldwide, the book advocates for a core value system to overcome inequalities in access to doctoral education and the provision of knowledge. Building on in-depth perspectives of scholars and young researchers from more than 25 countries, the chapters focus on the structures and quality assurance models of doctoral education, supervision, and funding from an institutional and comparative perspective. The book examines capacity building in the era of globalisation, global labour market developments for doctoral graduates, and explores the ethical challenges and political contestations that may manifest in the process of pursuing a PhD. Experts and early career researchers in the Global North and South collaborated in interdisciplinary and intergenerational teams to develop guidelines for doctoral education. They learned from each other about how to act courageously within a complex global context. The resulting recommendations and reflections are an invitation to reflect on the frames and conditions of doctoral education today. 2022-09-14T10:16:59Z 2022-09-14T10:16:59Z 2022 book 9781800080218 9781800080195 9781800080201 https://library.oapen.org/handle/20.500.12657/58197 eng application/pdf Attribution-NonCommercial 4.0 International 9781800080188.pdf https://bibliocloudimages.s3-eu-west-1.amazonaws.com/389/supportingresources/307839/jpg_rgb_original.jpg UCL Press 10.14324/111.9781800080188 10.14324/111.9781800080188 df73bf94-b818-494c-a8dd-6775b0573bc2 9781800080218 9781800080195 9781800080201 290 London open access
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Recent decades have seen an explosion in doctoral education worldwide. Increased potential for diverse employment has generated greater interest, with cultural, political and environmental tensions focusing the attention of new creative, responsible scholars.
Towards a Global Core Value System in Doctoral Education provides an evaluation of changes and reforms in doctoral education since 2000. Recognising the diversity of academic cultures and institutional systems worldwide, the book advocates for a core value system to overcome inequalities in access to doctoral education and the provision of knowledge. Building on in-depth perspectives of scholars and young researchers from more than 25 countries, the chapters focus on the structures and quality assurance models of doctoral education, supervision, and funding from an institutional and comparative perspective. The book examines capacity building in the era of globalisation, global labour market developments for doctoral graduates, and explores the ethical challenges and political contestations that may manifest in the process of pursuing a PhD.
Experts and early career researchers in the Global North and South collaborated in interdisciplinary and intergenerational teams to develop guidelines for doctoral education. They learned from each other about how to act courageously within a complex global context. The resulting recommendations and reflections are an invitation to reflect on the frames and conditions of doctoral education today.
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