This book explores the future of doctoral research and what it means to be involved in all stages of the process, providing international insights into what’s changing, why it’s changing and how to work best with these changes. It looks at the key issues that have been thrown into sharp relief by crises such as world pandemics.

Drawing on work from outstanding authors, this book shows the ways in which the doctoral process has altered the supervisor/supervisee model and the challenges that now need to be managed, and demonstrates the importance of aligning all the stakeholders, systems and processes to ensure a successful future for doctoral education. Bringing together a range of perspectives, innovative practices and rigorous research, this book tackles topics such as:

  • how doctoral research changes in keeping with the global expansion and transformation of doctoral education programmes
  • the significant influence funding bodies – be they charities, governments, businesses or non-governmental agencies – can have on doctoral research
  • the extent to which doctoral research penetrates daily life and vice versa
  • how to encourage and embed an ethical approach to research, as well as university responses to external challenges

Uniquely international and bringing together the many stakeholders in the research business, this book is essential reading for all doctoral supervisors, candidates and anyone involved in designing or organising research programmes for early career researchers and doctoral students.

Chapter 9 of this book is freely available as a downloadable Open Access PDF at https://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

chapter |2 pages


The global knowledge economy
ByRob Bongaardt, Anne Lee

part I|74 pages

Doctoral research in the changing university

chapter 1|13 pages

The changing face of doctoral education

ByKate Whittington, Sally Barnes

chapter 2|10 pages

Agency in doctoral education

Towards Graduate School cohesion and a heightened societal awareness
BySøren Bengtsen

chapter 3|12 pages

Doctoral reform for the 21st century

BySusan Porter

chapter 5|12 pages

Mind the gap

A description of US doctoral education, challenges, and the skills gap
ByMaxine P. Atkinson, Richard W. Slatta

chapter 6|12 pages

Working towards future epistemic justice

Incorporating transcultural and Indigenous knowledge systems in doctoral education
ByCatherine Manathunga, Jing Qi, Tracey Bunda, Michael Singh

part II|54 pages

Collaborations and funding

chapter 7|13 pages

Trust within capacity building for the development of supervision training

A case study of Sweden and Mozambique
ByCecilia Almlöv, Rehana Capurchande, Francisco Januário, Lars Geschwind

chapter 8|9 pages

Identifying key factors in successful bidding for doctoral training

ByPaul Spencer, Jane Khawaja

chapter 9|9 pages

The interplay between policy and funding

ByAnne-Marie Coriat
Size: 0.39 MB

chapter 10|10 pages

Doctoral education in Norway and inter-institutional collaboration within doctoral education

A case study
ByRune Johan Krumsvik, Bård Mæland, Stein Helge Solstad

chapter 11|11 pages

Paving the way for healthy and empowering working environments

A joint action of institutes, early career researchers (ECRs) and funders
ByMathias Schroijen, Giulia Malaguarnera

part III|76 pages

Doctoral researchers' perspectives

chapter 12|12 pages

Professionalising doctoral education

ByLucas Zinner, Melita Kovačević

chapter 13|10 pages

Supporting supervisors in promoting doctoral researchers' mental health and wellbeing

ByRob Bongaardt, Vibeke Krane

chapter 14|16 pages

PhD candidates as informal caregivers in the Netherlands

ByJosephine Bergmans, Inge van der Weijden

chapter 15|11 pages

What makes English flow and why?

Understanding the cultural difficulties facing novice postgraduate second-language writers in English
ByKaren Ottewell

chapter 16|13 pages

Doctoral students as early career university teachers

What hinders and what helps them to embrace the essentials of good teaching?
ByGabriela Pleschová, Agnes Simon

chapter 17|12 pages

Networks as learning environments for doctoral education

ByInger Mewburn, Cally Guerin, Claire Aitchison

part IV|70 pages

Doctoral supervisors' perspectives

chapter 18|15 pages

What influences how we supervise?

ByKate Whittington, Sally Barnes, Anne Lee

chapter 19|15 pages

Towards a framework for the recognition of good supervisory practice

ByStan Taylor, Karen Clegg

chapter 20|10 pages

Integration of doctoral supervisor courses in the research culture

A socio-cultural approach
ByAnders Ahlberg

chapter 21|14 pages

Action learning as means for supervisor development

ByLine Wittek, Thomas de Lange

chapter 22|14 pages

Doctoral examiners' judgements

Do examiners agree on doctoral attributes and how important are professional and personal characteristics?
ByGillian Houston

chapter 23|15 pages

Enhancing the doctorate at ETH Zurich

Towards a new organisational culture – a qualitative data analysis of the ETH “Doctoral Supervision Symposium” 2019
ByMarion Lehner, Benno Volk, Alfredo Picariello, Antonio Togni

part V|61 pages

Ethics and accountability

chapter 24|12 pages

How research on ethics in doctoral supervision can inform doctoral education policy

ByErika Löfström, Kirsi Pyhältö

chapter 25|11 pages

Specialist courses in research ethics

More important now than they used to be?
ByRune Nydal

chapter 26|15 pages

Research integrity training for early career researchers

ByMargaux Kersschot, Iryna Degtyarova, Peter Novitzky

chapter 27|12 pages

Supporting students to complete their doctorate

ByRachel Spronken-Smith

chapter |9 pages


The future of doctoral research in the light of experience
ByAnne Lee, Rob Bongaardt