Towards a research training curriculum: What, Why, How, Who?

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’.