Pedagogy and Learning in the Doctorate: Situating Supervision Mark Connolly University of Wisconsin - Madison Dan Kaczynski University of West Florida Alison Lee University of Technology, Sydney Vijay Kumar Mallan University of Putra Malaysia [authors listed in alphabetical order]

Overview Currents in Doctoral Change Currents in Doctoral Change Guiding Questions Guiding Questions Emergence of Key Inquiry Issues Emergence of Key Inquiry Issues Future Exploration Discussion Future Exploration Discussion

Globalization of Doctoral Education (Maresi Nerad)  Increase in PhD production  women  international students  More than one supervisor  Proliferation of professional doctorates  Concern for diversity of students & faculty  QA time-to-degree, attrition, employment

Bologna Process An agreement among the education ministries and higher education of 45 European countries to create the European Higher Education Area (EHEA) by 2010 and adoption of the three-tiered degree structure An agreement among the education ministries and higher education of 45 European countries to create the European Higher Education Area (EHEA) by 2010 and adoption of the three-tiered degree structure Europe has ~ 1,200 doctorate-granting and research-intensive universities

Banff Principles on Graduate Education Respect differences in programs & modes of delivery Respect differences in programs & modes of delivery Promote the quality of graduate programs Promote the quality of graduate programs Develop global career competencies and awareness in graduates Develop global career competencies and awareness in graduates Encourage innovation in programs and graduates Encourage innovation in programs and graduates Clarify and strengthen the role of the masters degree Clarify and strengthen the role of the masters degree Promote collaborative programs across national boundaries Promote collaborative programs across national boundaries Understand the global flow of graduate students and researchers Understand the global flow of graduate students and researchers Engage stakeholders in global improvement of graduate education Engage stakeholders in global improvement of graduate education Establish a global platform for best practices in graduate education Establish a global platform for best practices in graduate education

Challenging Research Pedagogies International Working Conference, McGill University, Montreal What is the nature of student learning? What is the nature of student learning? Is there a distinction between learning and study? Is there a distinction between learning and study? What do students need to study? What do students need to study? How might students best study? How might students best study? What are the implications to doctoral education? What are the implications to doctoral education?

Focus of Workgroup Inquiry How do we better understand the place of learning as a key element of doctoral education?

Exploring a Transnational Perspective Australia USAMalaysia

Transnational Differences and Similarities in Doctoral Pedagogies Inquiry Issue 1 Postgraduate/doctoral pedagogy is under theorized Postgraduate/doctoral pedagogy is under theorized Lack good models that can account for the formal and informal ways in which doctoral students learn Lack good models that can account for the formal and informal ways in which doctoral students learn

Transnational Differences and Similarities in Doctoral Pedagogies Inquiry Issue 2 Systems of doctoral education are similar and different in important ways Systems of doctoral education are similar and different in important ways Even when underlying structures and procedures are similar, differences in terminology complicate efforts to promote transnational collective and collaborative work Even when underlying structures and procedures are similar, differences in terminology complicate efforts to promote transnational collective and collaborative work

Transnational Differences and Similarities in Doctoral Pedagogies Inquiry Issue 3 Greater understanding is needed of the changing relationship between supervision (advising) and learning (study), and particularly the influence on the supervisory role of these factors: Greater understanding is needed of the changing relationship between supervision (advising) and learning (study), and particularly the influence on the supervisory role of these factors:  national systems of doctoral training  institutional structures and priorities  disciplinary norms and practice

Conceptual Frameworks (Burton Clark; 1994, 1997) teaching ≥≤ research teaching ≥≤ research research-teaching-study (basic unit) nexus research-teaching-study (basic unit) nexus integration overcoming fragmentation integration overcoming fragmentation  Institutional  National  Transnational

Discussion Paths of inquiry not taken Paths of inquiry not taken Other conceptual frameworks Other conceptual frameworks Promising paths of change Promising paths of change …