The nature of doctoral education is changing in important ways internationally, in response to growth in doctoral student numbers and government recognition of the importance of advanced knowledge in the global knowledge economy. The individualistic student-supervisor approach to doctoral supervision has broadened to necessarily include specific roles for the Department/Faculty and the University. In Australia the period 1999-2010 can be characterised as a period of transition from an apprenticeship model of developing independent researchers to a professional model with a broad-based team extending beyond the individual supervisor. The Federal Government introduction of an outcomes-based funding policy (Kemp, 1999 White Paper) provided the trigger for this change. The paper draws on the findings of a national study of the doctorate (2001-2003) and a multi-year institutional case study (2003-2007) to illustrate the move from operating largely in what has been anecdotally termed a 'cottage industry' to providing a more public, structured and managed research environment.
|Title of host publication||Proceedings of the 26th CHER annual conference|
|Subtitle of host publication||The Roles of higher education and research in the fabric of societies|
|Publisher||Consortium of Higher Education Researchers (CHER)|
|Number of pages||5|
|Publication status||Published - 2013|
|Event||CHER Annual Conference (26th : 2013) - Lausanne, Switzerland|
Duration: 9 Sep 2013 → 11 Sep 2013
|Conference||CHER Annual Conference (26th : 2013)|
|Period||9/09/13 → 11/09/13|
- doctoral models
- university management
Neumann, R. (2013). Changing doctoral practice: the doctorate in the 21st century. In Proceedings of the 26th CHER annual conference: The Roles of higher education and research in the fabric of societies (pp. 1-5). Consortium of Higher Education Researchers (CHER).