The Nordic doctorate at a crossroads between Bildung, schoolification and projectification

Bidragets titel på inmatningsspråk: Nordisk forskarutbildning vid ett vägskäl mellan Bildung, skolifiering och projektifiering

Forskningsoutput: KonferensbidragKonferensabstractPeer review

Sammanfattning

The Nordic doctorate has its roots in the Germanic Bildung-tradition, with a decentralised and discipline-oriented curriculum, local and individualised leadership and autonomous supervisors. Currently, the Nordic doctorate has arrived at a crossroads where it is pulled in two different directions. The first characterised by formalisation and centralised Graduate Schools with study directors, middle-management and educational bureaucracy, and an increasingly generic curriculum. The second characterised by the projectification of academic work through new modes of governance on national and EU-level. The double pull threatens to create a ‘torn curriculum’, where curricular planning, formal requirements, and supervision and community support are not aligned, which confuses and fragments the learning journey and the PhD-degree. We argue that a new way is needed, which lies not in choosing either tradition, but to form a societally oriented, community anchored, and at the same time highly specialised and research-driven doctorate.
Bidragets titel på inmatningsspråkNordisk forskarutbildning vid ett vägskäl mellan Bildung, skolifiering och projektifiering
Originalspråkengelska
Sidor86-86
Antal sidor1
StatusPublished - 2019 dec 11
EvenemangSRHE International Conference on Research into Higher Education: Creativity, Criticality and Conformity in Higher Education - Celtic Manor, Newport, Storbritannien
Varaktighet: 2019 dec 112019 dec 13
https://www.srhe.ac.uk/

Konferens

KonferensSRHE International Conference on Research into Higher Education
Land/TerritoriumStorbritannien
OrtNewport
Period2019/12/112019/12/13
Internetadress

Ämnesklassifikation (UKÄ)

  • Utbildningsvetenskap

Nyckelord

  • Doctoral education, doctoral supervision, educational policy, doctoral curriculum, doctoral pedagogy

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