The PhD -- Is It out of Alignment?

Autor/inn/en	Sharmini, Sharon; Spronken-Smith, Rachel
Titel	The PhD -- Is It out of Alignment?
Quelle	In: Higher Education Research and Development, 39 (2020) 4, S.821-833 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spronken-Smith, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1693514
Schlagwörter	Doctoral Programs; Career Development; Graduates; Skill Development; Research Skills; Intellectual Disciplines; Doctoral Dissertations; Education Work Relationship; Educational Opportunities; Alignment (Education); Portfolios (Background Materials); Professional Development; Formative Evaluation; Teamwork; Entrepreneurship; Money Management + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Berufsentwicklung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung; Geisteswissenschaften; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsangebot; Bildungschance; Unternehmungsgeist
Abstract	Globally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of 'constructive alignment' to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01