Reflections from early-career researchers on the past, present and future of doctoral education
- Authors: Mason, Shannon , Lévesque, Maude , Meki-Kombe, Charity , Abel, Sophie , Balaban, Corina , Chiappa, Roxana , Grund, Martin , Joubert, Biandri , Kuchumova, Gulfiya , Mantai, Lilia , Main, Joyce , Motshoane, Puleng , Qi, Jing , Steyn, Ronel , Zheng, Gaoming
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434543 , vital:73075 , ISBN 9781800080218 , https://library.oapen.org/bitstream/handle/20.500.12657/58197/1/9781800080188.pdf#page=264
- Description: Early-career researchers (ECRs) played a unique and explicit role in the development of the Hannover Recommendations 2019. We, the ECRs, were the recipients of competitive travel scholarships generously funded by Volkswagen Stiftung, whose support brought us together from across the globe. Attendance at the culminating conference in Germany presented an opportunity for some that would have otherwise been inaccessible without that support. Our role was to work alongside established scholars to design and develop a set of recommendations to provide a foundation for the future of doctoral education internationally. We each participated in different capacities, with some members of the group joining preliminary pre-conference online meetings and contributing to group discussions at the workshop in the days prior to the conference, which also involved the drafting of written reports. Others joined later in the process, participating in the discussions that were a central part of the conference proceedings. During the events we also had informal opportunities to discuss issues related to various aspects of doctoral education. Although we participated in varying degrees and contexts, we each contributed to discussions on the current status and future directions of doctoral education globally.
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Social, ethical and cultural responsibility as core values for doctoral researchers in the 21st century
- Authors: Chiappa, Roxana , Cantini, Danielle , Karakasoglu, Yasemin , Manathunga, Catherine , Peters, Christian , Scholz, Beate , Yarar, Betul
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434515 , vital:73072 , ISBN 9781800080218 , 10.14324/111.9781800080188
- Description: With the dramatic events of a global pandemic, the beginning of the twenty-first century’s third decade has underlined that the world is facing universal challenges. The worldwide crisis scenario that COVID-19 has produced makes us realise that science and research do not function and operate in an independent sphere hidden within the proverbial ivory tower, but, on the contrary, are closely linked to the social, cultural and political systems they reside in. This creates opportunities and great tensions and, while exploring those, Chapter 9 connects to and builds on most of the dimensions described in the previous sections of the book. We refer primarily to Hannover Recommendations 1 and 7: 1. Establish a global joint value system for doctoral education based on an ecology of knowledges which recognises and seeks to overcome existing inequalities in the access to doctoral education and the provision of knowledge. 7. The pivotal goal of doctoral education must be and remain the development of original, responsible, and ethical thinkers, and the generation of new and original ideas and knowledge.
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Why Doctoral Education is a Place to be Committed to Social Justice: From Argument to Practice
- Authors: Nerad, Mareis , Chiappa, Roxana
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434529 , vital:73073 , ISBN 978-981-16-9048-8 , https://link.springer.com/chapter/10.1007/978-981-16-9049-5_9
- Description: Doctoral education is the last formal step in a globally accepted higher education certification scheme. It has the formal responsibility of educating the next generation of scholars. This unique role gives doctoral education programs access to people who have, or will have, authority about specific subjects and would be able to make changes that contribute to socially just practices. This chapter is the beginning of an investigative journey to demonstrate that such changes can be executed not only in the research agenda but also in the doctorate research training processes—the research-training ecosystem itself. Using a few examples, we explain how a social justice approach can be used to scrutinize processes of doctoral recruitment and admission, preparation of doctoral candidates for the workplace, and pedagogical decisions exerted throughout the doctorate program. Particularly, in our current era of rising nationalist governments, an alarming environmental crisis, and the COVID-19 pandemic raging, we argue that doctoral education can play a critical role of making visible and questioning the norms and values that (re)produce inequity and exclusion in society at the local, national, and global levels.
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