Making a Case for Doctoral Intelligence: Conceptualisation and Insights for Researcher Development

Autor/in	Albertyn, Ruth
Titel	Making a Case for Doctoral Intelligence: Conceptualisation and Insights for Researcher Development
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 6, S.623-633 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albertyn, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1899033
Schlagwörter	Doctoral Programs; Doctoral Students; Intelligence; Thinking Skills; Expertise; Learning Processes; Student Research; Self Concept; Lifelong Learning; Learning Motivation + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Intelligenz; Klugheit; Denkfähigkeit; Expert appraisal; Learning process; Lernprozess; Studentenforschung; Selbstkonzept; Life-long learning; Lebenslanges Lernen; Motivation for studies; Lernmotivation
Abstract	In this conceptual article, I present a hierarchical view of the iterative process of learning and development as applied to the doctoral context and make a conceptual case for Doctoral Intelligence based on an analogous link to Cultural Intelligence. There are four proposed Doctoral Intelligence domains: Knowing (developing expertise), Doing (benefits of practice), Thinking (high-order mental processing) and Willing (open-mindedness for continual development). Insights into the hierarchical process of learning and development and the mindsets needed could provide clarity about what a doctorate entails and direction for doctoral education initiatives. Interventions focusing on student's unique research identity development through these knowing, doing, thinking and willing mindsets could contribute to not only enhancing the quality of the process, product and outcome of the doctorate, but for the development of lifelong researchers beyond the qualification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01