| 内容： |
1.Introduction. 2. Framing doctoral education practice. Section I. Disciplinarity and change 3. Converging paradigms for doctoral training in the sciences and humanities. 4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century. 5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education. Section II. Pedagogy and learning 6. Enhancing the doctoral experience at the local level 7. PhD education in science: producing the scientific mindset in biomedical sciences. 8. Writing for the doctorate and beyond. 9. Representing doctoral practice in the laboratory sciences. 10. Supervisor development and recognition in a reflexive space Section III. New forms of doctorate 11. Specialised knowledge in UK professions: relations between the state, the university and the workplace 12. Projecting the PhD: Architectural design research by and through projects. 13. Building doctorates around individual candidates' professional experience. Section IV. Policy and governance 14. Doctoral education in risky times 15. New challenges in doctoral education in Europe. 16. Policy driving change in doctoral education: an Australian case study. 17. Regulatory regimes in research education. Section V. Reflections 18. Changing perspectives, changing practices: doctoral education in transition |
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