New directions in doctoral programmes: bridging tensions between theory and practice?
The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of...
Gespeichert in:
| Veröffentlicht in: | Teaching in higher education 2020-07, Vol.25 (5), p.560-578 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 578 |
|---|---|
| container_issue | 5 |
| container_start_page | 560 |
| container_title | Teaching in higher education |
| container_volume | 25 |
| creator | Prøitz, Tine S. Wittek, Line |
| description | The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education. |
| doi_str_mv | 10.1080/13562517.2019.1577813 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1258563</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1258563</ericid><sourcerecordid>2417667541</sourcerecordid><originalsourceid>FETCH-LOGICAL-c407t-58e549df777eff823138e338d574682081c38365f87c22fd7cbad43308e671e13</originalsourceid><addsrcrecordid>eNp9kEtPAjEUhSdGExH9CSSTuB7sc1rcqCH4CtGNrJvS3mIJtNgOIfx7ZwRduro3ud855-YUxQCjIUYS3WDKa8KxGBKER0PMhZCYnhQ9zASqMBmx03ZvmaqDzouLnJcIITYirFfM3mBXWp_AND6GXPpQ2miamPSq3KS4SHq9hnxbzpO3Cx8WZQMh_5BzaHYAoWw-IaZ9qYNtBbq1MXB3WZw5vcpwdZz9YvY4-Rg_V9P3p5fxw7QyDImm4hI4G1knhADnJKGYSqBUWi5YLQmS2FBJa-6kMIQ4K8xcW0YpklALDJj2i-uDb_vq1xZyo5Zxm0IbqQjDoq4FZx3FD5RJMecETm2SX-u0VxiprkH126DqGlTHBlvd4KCD5M2fZvKKCZe87u73h7sPLqa13sW0sqrR-1VMLulgfFb0_4hvFiuAog</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2417667541</pqid></control><display><type>article</type><title>New directions in doctoral programmes: bridging tensions between theory and practice?</title><source>Education Source (EBSCOhost)</source><creator>Prøitz, Tine S. ; Wittek, Line</creator><creatorcontrib>Prøitz, Tine S. ; Wittek, Line</creatorcontrib><description>The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education.</description><identifier>ISSN: 1356-2517</identifier><identifier>EISSN: 1470-1294</identifier><identifier>DOI: 10.1080/13562517.2019.1577813</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Comparative Education ; Doctoral Programs ; Doctoral Students ; Educational Change ; Foreign Countries ; Graduate studies ; Higher education ; Interdisciplinary Approach ; mode 2 ; New doctoral education ; Partnerships in Education ; practice oriented ; Professional Identity ; professional PhD ; Theory Practice Relationship</subject><ispartof>Teaching in higher education, 2020-07, Vol.25 (5), p.560-578</ispartof><rights>2019 Informa UK Limited, trading as Taylor & Francis Group 2019</rights><rights>2019 Informa UK Limited, trading as Taylor & Francis Group</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c407t-58e549df777eff823138e338d574682081c38365f87c22fd7cbad43308e671e13</citedby><cites>FETCH-LOGICAL-c407t-58e549df777eff823138e338d574682081c38365f87c22fd7cbad43308e671e13</cites><orcidid>0000-0001-7500-3132</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1258563$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Prøitz, Tine S.</creatorcontrib><creatorcontrib>Wittek, Line</creatorcontrib><title>New directions in doctoral programmes: bridging tensions between theory and practice?</title><title>Teaching in higher education</title><description>The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education.</description><subject>Comparative Education</subject><subject>Doctoral Programs</subject><subject>Doctoral Students</subject><subject>Educational Change</subject><subject>Foreign Countries</subject><subject>Graduate studies</subject><subject>Higher education</subject><subject>Interdisciplinary Approach</subject><subject>mode 2</subject><subject>New doctoral education</subject><subject>Partnerships in Education</subject><subject>practice oriented</subject><subject>Professional Identity</subject><subject>professional PhD</subject><subject>Theory Practice Relationship</subject><issn>1356-2517</issn><issn>1470-1294</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNp9kEtPAjEUhSdGExH9CSSTuB7sc1rcqCH4CtGNrJvS3mIJtNgOIfx7ZwRduro3ud855-YUxQCjIUYS3WDKa8KxGBKER0PMhZCYnhQ9zASqMBmx03ZvmaqDzouLnJcIITYirFfM3mBXWp_AND6GXPpQ2miamPSq3KS4SHq9hnxbzpO3Cx8WZQMh_5BzaHYAoWw-IaZ9qYNtBbq1MXB3WZw5vcpwdZz9YvY4-Rg_V9P3p5fxw7QyDImm4hI4G1knhADnJKGYSqBUWi5YLQmS2FBJa-6kMIQ4K8xcW0YpklALDJj2i-uDb_vq1xZyo5Zxm0IbqQjDoq4FZx3FD5RJMecETm2SX-u0VxiprkH126DqGlTHBlvd4KCD5M2fZvKKCZe87u73h7sPLqa13sW0sqrR-1VMLulgfFb0_4hvFiuAog</recordid><startdate>20200703</startdate><enddate>20200703</enddate><creator>Prøitz, Tine S.</creator><creator>Wittek, Line</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>U9A</scope><orcidid>https://orcid.org/0000-0001-7500-3132</orcidid></search><sort><creationdate>20200703</creationdate><title>New directions in doctoral programmes: bridging tensions between theory and practice?</title><author>Prøitz, Tine S. ; Wittek, Line</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c407t-58e549df777eff823138e338d574682081c38365f87c22fd7cbad43308e671e13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Comparative Education</topic><topic>Doctoral Programs</topic><topic>Doctoral Students</topic><topic>Educational Change</topic><topic>Foreign Countries</topic><topic>Graduate studies</topic><topic>Higher education</topic><topic>Interdisciplinary Approach</topic><topic>mode 2</topic><topic>New doctoral education</topic><topic>Partnerships in Education</topic><topic>practice oriented</topic><topic>Professional Identity</topic><topic>professional PhD</topic><topic>Theory Practice Relationship</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Prøitz, Tine S.</creatorcontrib><creatorcontrib>Wittek, Line</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Teaching in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Prøitz, Tine S.</au><au>Wittek, Line</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1258563</ericid><atitle>New directions in doctoral programmes: bridging tensions between theory and practice?</atitle><jtitle>Teaching in higher education</jtitle><date>2020-07-03</date><risdate>2020</risdate><volume>25</volume><issue>5</issue><spage>560</spage><epage>578</epage><pages>560-578</pages><issn>1356-2517</issn><eissn>1470-1294</eissn><abstract>The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/13562517.2019.1577813</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0001-7500-3132</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1356-2517 |
| ispartof | Teaching in higher education, 2020-07, Vol.25 (5), p.560-578 |
| issn | 1356-2517 1470-1294 |
| language | eng |
| recordid | cdi_eric_primary_EJ1258563 |
| source | Education Source (EBSCOhost) |
| subjects | Comparative Education Doctoral Programs Doctoral Students Educational Change Foreign Countries Graduate studies Higher education Interdisciplinary Approach mode 2 New doctoral education Partnerships in Education practice oriented Professional Identity professional PhD Theory Practice Relationship |
| title | New directions in doctoral programmes: bridging tensions between theory and practice? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T18%3A52%3A26IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=New%20directions%20in%20doctoral%20programmes:%20bridging%20tensions%20between%20theory%20and%20practice?&rft.jtitle=Teaching%20in%20higher%20education&rft.au=Pr%C3%B8itz,%20Tine%20S.&rft.date=2020-07-03&rft.volume=25&rft.issue=5&rft.spage=560&rft.epage=578&rft.pages=560-578&rft.issn=1356-2517&rft.eissn=1470-1294&rft_id=info:doi/10.1080/13562517.2019.1577813&rft_dat=%3Cproquest_eric_%3E2417667541%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2417667541&rft_id=info:pmid/&rft_ericid=EJ1258563&rfr_iscdi=true |