Emerging directions in doctoral education / edited by Patrick Blessinger, Denise Stockley ; created in partnership with the International Higher Education Teaching and Learning Association.

Online resource; title from PDF title page (EBSCO, viewed April 21, 2016).

Includes bibliographical references and indexes.

This volume examines how universities and colleges around the world are developing innovative ways to provide doctoral education, including new theories and models of doctoral education and the impact of changes in government and/or accreditation policy on practices in doctoral education. Specifically, this volume looks at the emerging trends in student selection practices, research topic selection, supervision practices, and dissertation review and approval process across a range of disciplines across different institutional types across different countries. Seeking to understand the current landscape of how universities are preparing the next generation of researchers, scholars, scientists, and university faculty.

Front Cover; Emerging Directions in Doctoral Education; Copyright page; Contents; List of Contributors; Foreword; Series Editor's Introduction; Part I: Concepts and Principles; Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education; Introduction; Reshaping the Doctoral Landscape; Increasing Diversity of Doctoral Programs; Successes, Opportunities, and Challenges; Theoretical Framing; Chapter Overviews; Conclusion; References; Doctoral Education for the Future: Through the Looking Glass; Focus; What Is the Role of Doctoral Education?

The Agency of InnovationObservations from a Small University; Bringing Out the Best in What You Have; Potential for Peer-Led Pedagogy; Conclusion; Notes; References; Scholar-in-Training; Leader-in-Training: The Rutgers University PreDoctoral Leadership Development Institute; Introduction; Doctoral Student Leadership Development; The PLDI Program; Conceptualizing Leadership; Communication; Collaboration; General and Context-Specific Concepts; PLDI History; PLDI Stakeholders; Faculty; Mentors; Fellows; PLDI Program Vision and Framework; Overview of the PLDI Program.

The Context of Higher Education Leadership: Semesters 1 and 2Mentoring: Semester 3; Capstone Project: Semester 4; Exploring a Current Issue; Group Dynamics and Organizational Skills; Communicating to an Interdisciplinary Audience; Competencies in Conflict and Compromise; Conclusion; Notes; References; Managing the Psychological Contract within Doctoral Supervisory Relationships; Introduction; Higher Education Context: Impact on Students and Supervisors; Doctoral Study; The PC: Its Application to the Study of Doctoral Student-Supervisor Relationships; Methodology.

A Focus Group Study of Students and SupervisorsA National UK Survey of Students and Supervisors; Findings; A Focus Group Study of Students and Supervisors; A National UK Survey of Students and Supervisors; Some Personal Autoethnographic Experiences; Experimenting with Questionnaires to Clarify Expectations and Obligations; Conclusion; Notes; References; Appendix A: Extracts from Part-Time PHD Student's Response to Initial Questionnaire ; Expectations; Obligations; Appendix B: Psychological Contracts -- Comparing Student and Supervisor Responses.

Appendix C: Psychological Contract form for Doctoral Supervision Relationships What Is the Psychological Contract?; How Do You Use This Form to Identify PCs?; How Do You Complete This Form?; Part II: Successful Practices; Disciplinarity Issues in Educational Technology Doctoral Supervision; Introduction; Problematising Disciplinarity; The Study; Data Collection; Data Analysis; Findings; Supervisors' Academic Identities; Supervisor Reports of Supervisor-supervisee Academic Identity Differences; Supervisory Challenges and Strategies; Discussion, Implications and Future Directions.

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