Trajectory of doctoral education and training in Uganda [Scholarly Article - Higher Education, February 2023]

Title:

Trajectory of doctoral education and training in Uganda 

 

Authors:

Irene Etomaru, K. Fred Edward Bakkabulindi & Tom Darlington Balojja 

 

Published:

Higher Education, 14 February 2023

https://link.springer.com/article/10.1007/s10734-023-01006-y

 

Abstract:

To participate fully in the global knowledge economy, all countries require strong research and innovation eco-systems. This crucially depends on the efficiency of doctoral education and training. We examined the trajectory of doctoral education in Uganda over the past four decades focusing on number of doctoral awards and equity in regard to sex, STEM versus Arts, Humanities and Social Sciences, and private versus public providers. We collected data from all institutions providing doctoral education in Uganda through comprehensive review of documents. Our analysis of data revealed low capacity for doctoral education in Uganda. There was under production of doctorates depicted by the low number of doctoral awards; and inequalities in regard to sex, STEM versus Arts, Humanities and Social Sciences, and the public versus private providers. We argue that the trends in equity and number of doctoral awards translate into low number of researchers per million inhabitants, low number of researchers engaged in research and development (R&D), and gender disparity in researchers’ participation in R&D. We conclude that the low number and inequalities in doctoral awards have deterring implications to the attainment of national development goals. We proffer desired trajectories for the future of doctoral education and training in Uganda.

 

South African universities need to better support doctoral supervisors [The Conversation, September 2022]

Title:

South African universities need to better support doctoral supervisors

 

Author:

Puleng Motshoane 

Academic Developer, University of Johannesburg, South Africa

 

Published:

The Conversation, 30 September 2022

https://theconversation.com/south-african-universities-need-to-better-support-doctoral-supervisors-190675

 

From the article:

South Africa’s government has ambitious plans for doctoral education. The country aims to increase its output to 5,000 doctorates annually by 2030. In 2013, the figure stood at 2,051; by 2019 it was up to 3,445.

 

It also wants 75% of all academics employed at universities to hold a PhD by 2030. In 2019, that figure was just 46%.

 

University insiders' perceptions of doctoral education development in five East and Southeast Asian countries: An institutional logics perspective [Scholarly Article - European Journal of Education, 2022]

Title:

University insiders' perceptions of doctoral education development in five East and Southeast Asian countries: An institutional logics perspective

 

Authors:

Tengteng Zhuang, Baocun Liu & Ruichang Ding

 

Publication:

European Journal of Education, 27 June 2022

https://doi.org/10.1111/ejed.12516

 

Abstract:

This article reports on a study that analysed multiple logics behind the development of doctoral education in China, Japan, South Korea, Singapore and Thailand. The analysis focused on the development over the past two decades and general measures to ensure quality. Research materials analysed in this article consisted of semi-structured interviews with insiders in the doctoral education system in each of the five countries. The findings reveal that the growth of the doctoral education sector in China follows state logic, profession logic and corporation logic. Doctoral education in Japan shows state logic, profession logic and market logic. State logic, market logic and corporation logic are manifested in South Korea's doctoral education sector, whereas state logic and profession logic are prominent in Singapore. Doctoral education in Thailand mostly follows state logic and market logic. Establishing and completing the external and internal quality mechanisms, tightening quality inspection procedures and raising requirements for students are common measures put in place for quality assurance throughout East and Southeast Asia.

The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan [Scholarly Article - European Journal of Education, June 2022]

Title:

The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan

 

Authors:

Moldir Yelibay, Laura Karabassova, Zhussipbek Mukhatayev & Assiya Yermukhambetova

 

Published:

European Journal of Education, 11 June 2022

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12513

 

Abstract:

Higher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio-economic developments in Kazakhstan, the country's entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three-cycle education system in 2010. However, the transition process did not happen smoothly. Doctoral education in the country is challenged by a low graduation rate of doctoral students. The purpose of the qualitative study on which this article reports was to explore doctoral students' perceptions of doctoral training and their experiences in Kazakhstani universities in the context of recent reforms.

 

Doctoral writing workshops: A pre-registered, randomized controlled trial [Scholarly Article - Innovative Higher Education, 2022]

Title:

Doctoral writing workshops: A pre-registered, randomized controlled trial

 

Authors:

Barbara W. Sarnecka, Paulina N. Silva, Jeff Coon, Darby C. Vickers, Rena B. Goldstein & Jeffrey N. Rouder 

 

Published:

Innovative Higher Education, 47, 155-174 (19 January 2022)

https://link.springer.com/article/10.1007/s10755-021-09574-6

Abstract:

Doctoral students were randomly assigned to a five-week (30-h) faculty-led writing workshop intervention, either preceded by a five-week (waiting list) control phase or followed by a five-week maintenance phase. In the workshop, students wrote together, received instruction in genres of academic writing (literature reviews, scientific articles, funding proposals, and presentations), and exchanged feedback on drafts. As a result of the workshop students enjoyed writing more, found writing easier, and gained confidence in themselves as academic writers. They felt able to write productively in shorter blocks of time, and they engaged in more short-term, medium-term, and long-term planning of their research. The intervention also caused participants to pause more frequently for reflection or positive thinking and to generate more new writing. Effects were maintained in a peer-led writing maintenance group for at least five weeks after the intervention ended. This is the first randomized controlled trial of a doctoral-level writing intervention to date and has the potential to support doctoral training in academic and scientific writing across the Social Sciences, Education, and the Humanities.