Doctoring knowledge or acknowledging doctors?

被引:5
作者
Carter, Jennifer [1 ]
Smith, Erin F. [2 ]
Gelves-Gomez, Francisco [2 ]
机构
[1] Univ Sunshine Coast, Sch Social Sci, Fac Arts Business & Law, Sippy Downs, Qld, Australia
[2] Univ Sunshine Coast, Fac Arts Business & Law, Sustainabil Res Ctr, Sippy Downs, Qld, Australia
关键词
knowledge economy; geographical knowledge; higher education; Australia; doctorate; postgraduate studies; PHD;
D O I
10.1111/1745-5871.12305
中图分类号
P9 [自然地理学]; K9 [地理];
学科分类号
0705 ; 070501 ;
摘要
Doctoral forms of study are now diverse, although debate exists about whether ontological differences separate the research-based Doctor of Philosophy (PhD) from alternative doctoral forms that contribute to professional practice. The purpose and processes of doctoral study and prevailing market logics that suit the knowledge economy affect the doctoral experience. Solutions entail relationality between the ideas that members of society hold about the ontology and purpose of the PhD and alternative doctoral forms, individual existential desires, and the materialities of the contemporary workplace. The PhD discursively contributes to both academic and professional becoming, with deep disciplinary mastery of threshold concepts. Disciplinary learning groups offer a critical and sometimes transforming experience. In addition to preparing the next generation of academics, the traditional PhD offers high-level generic skills that are rare outside academia. In geography, especially, these skills are increasingly valued in society, not least when combined with diverse content that is highly relevant to contemporary global challenges. Institutions might help staff and candidates resist neoliberal tendencies for timely completions and offer a more appropriate learning experience, alongside ethical and transparent promotion of the purpose and practices of the doctoral experience. In time, such changes might signal a transformation influencing how all actors from society, the institution of higher education, supervisory staff, and doctoral candidates imagine doctoral and post-doctoral work-"acknowledging" doctoral expertise and its societal value from both within and outside the academy.
引用
收藏
页码:484 / 488
页数:5
相关论文
共 24 条
  • [1] From product to process. The reform of doctoral education in Europe and China
    Bao, Yanhua
    Kehm, Barbara M.
    Ma, Yonghong
    [J]. STUDIES IN HIGHER EDUCATION, 2018, 43 (03) : 524 - 541
  • [2] Bednall T., 2018, CONVERSATION
  • [3] Bernacle R., 2005, HIGH EDUC RES DEV, V24, P179, DOI [10.1080/07294360500062995, DOI 10.1080/07294360500062995]
  • [4] Brave New Worlds, Capabilities and the Graduates of Tomorrow
    Bosanquet, Agnes
    [J]. CULTURAL STUDIES REVIEW, 2011, 17 (02): : 100 - 114
  • [5] Rethinking the PhD in geography: overview and introduction
    Boyle, Mark
    Foote, Kenneth E.
    Gilmartin, Mary
    [J]. GEOJOURNAL, 2015, 80 (02) : 159 - 168
  • [6] Changing postgraduate supervision practice: A programme to encourage learning through reflection and feedback
    Brew, A
    Peseta, T
    [J]. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 2004, 41 (01) : 5 - 22
  • [7] "Who can play this game?" The lived experiences of doctoral candidates and early career women in the neoliberal university
    Caretta, Martina Angela
    Drozdzewski, Danielle
    Jokinen, Johanna Carolina
    Falconer, Emily
    [J]. JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, 2018, 42 (02) : 261 - 275
  • [8] Conflating Privilege and Vulnerability: A Reflexive Analysis of Emotions and Positionality in Postgraduate Fieldwork
    Caretta, Martina Angela
    Jokinen, Johanna Carolina
    [J]. PROFESSIONAL GEOGRAPHER, 2017, 69 (02) : 275 - 283
  • [9] Dawkins P., 2016, CONVERSATION
  • [10] Journeying from "I" to "we": assembling hybrid caring collectives of geography doctoral scholars
    Dombroski, Kelly
    Watkins, Alison F.
    Fitt, Helen
    Frater, Jillian
    Banwell, Karen
    Mackenzie, Kierin
    Mutambo, Levi
    Hawke, Kerryn
    Persendt, Frans
    Turkovic, Jasna
    Ko, Su Young
    Hart, Deirdre
    [J]. JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, 2018, 42 (01) : 80 - 93