A scoping review of the changing landscape of doctoral education

被引:11
|
作者
McKenna, Sioux [1 ,2 ]
van Schalkwyk, Susan [3 ,4 ]
机构
[1] Rhodes Univ, Ctr Postgrad Studies, Makhanda, South Africa
[2] Boston Coll, Ctr Int Higher Educ, Chestnut Hill, MA USA
[3] Stellenbosch Univ, Ctr Hlth Profess Educ, Stellenbosch, South Africa
[4] Fac Med & Hlth Sci, Ctr Hlth Profess Educ, POB 241, ZA-8000 Cape Town, South Africa
关键词
Doctorate; models of supervision; collaborative approaches; structured models; throughput; RESEARCH SUPERVISION; GROUNDED THEORY; COHORT MODEL; PHD RESEARCH; EXPERIENCES; SUPPORT; ENVIRONMENT; MENTORSHIP; STUDENTS;
D O I
10.1080/03057925.2023.2168121
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A scoping review to identify models of doctoral supervision as described in the literature (2000 and 2021) was conducted using Arksey and O'Malley's six-step framework. Four bibliographic databases generated 2102 potential studies. Further screening identified 81 articles for inclusion. The findings highlight that despite differences in terminology, an international move towards more collaborative and structured approaches is identifiable. Benefits detailed in the literature include: better throughput, the mitigation of loneliness and power issues implicated in one-on-one approaches, and the possibility for a stronger research foundation and interdisciplinary work. Concerns were also noted about increasing managerialism whereby support structures focus on efficiencies rather than quality and growing ties between industry and doctoral education without much critique of possible conflicts.
引用
收藏
页码:984 / 1001
页数:18
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