Reflections from early-career researchers on the past, present and future of doctoral education
- 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
- 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.
- Full Text:
- Date Issued: 2022
- 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.
- Full Text:
- Date Issued: 2022
Crossing the border from candidate to supervisor: The need for appropriate development
- Motshoane, Puleng, McKenna, Sioux
- Authors: Motshoane, Puleng , McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185876 , vital:44442 , xlink:href="https://doi.org/10.1080/13562517.2021.1900814"
- Description: Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision development opportunities are crucial, but they need to be contextualised and include critical key agents with some institutional authority if they are to be deemed worthwhile and effect change. An online survey completed by 186 participants from across institutional types and disciplines in South Africa is analysed using Archer's social realism to provide insights into how emerging supervisors are currently supported. The resultant recommendations on supervision development could contribute to more confident border crossing by emerging supervisors.
- Full Text:
- Date Issued: 2021
- Authors: Motshoane, Puleng , McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185876 , vital:44442 , xlink:href="https://doi.org/10.1080/13562517.2021.1900814"
- Description: Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision development opportunities are crucial, but they need to be contextualised and include critical key agents with some institutional authority if they are to be deemed worthwhile and effect change. An online survey completed by 186 participants from across institutional types and disciplines in South Africa is analysed using Archer's social realism to provide insights into how emerging supervisors are currently supported. The resultant recommendations on supervision development could contribute to more confident border crossing by emerging supervisors.
- Full Text:
- Date Issued: 2021
Book Review Growing the next generation of researchers: A handbook for emerging researchers and their mentors, Holness, L
- Motshoane, Puleng, Muthama, Evelyn, McKenna, Sioux
- Authors: Motshoane, Puleng , Muthama, Evelyn , McKenna, Sioux
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187205 , vital:44579 , xlink:href="https://doi.org/10.14426/cristal.v3i2.56"
- Description: South Africa urgently needs more researchers (NRF, 2008; NDP, 2011). We also need a transformation in the demographics of our researchers. One indicator of this is that currently only 14% of university professors are black African, and only 2% are black African females (DHET, 2012). The Staffing South Africa's Universities Framework includes a number of initiatives to drive the process of growing the next generation of academics. For example, the nGAP project has inserted 125 new posts into the higher education system in 2015, with more to follow. This project allows for new academics to undertake postgraduate study and develop as teachers and researchers through mentorship, a reduced teaching load and so on.
- Full Text:
- Date Issued: 2015
- Authors: Motshoane, Puleng , Muthama, Evelyn , McKenna, Sioux
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187205 , vital:44579 , xlink:href="https://doi.org/10.14426/cristal.v3i2.56"
- Description: South Africa urgently needs more researchers (NRF, 2008; NDP, 2011). We also need a transformation in the demographics of our researchers. One indicator of this is that currently only 14% of university professors are black African, and only 2% are black African females (DHET, 2012). The Staffing South Africa's Universities Framework includes a number of initiatives to drive the process of growing the next generation of academics. For example, the nGAP project has inserted 125 new posts into the higher education system in 2015, with more to follow. This project allows for new academics to undertake postgraduate study and develop as teachers and researchers through mentorship, a reduced teaching load and so on.
- Full Text:
- Date Issued: 2015
- «
- ‹
- 1
- ›
- »