INTRODUCTION: There are generic features of ‘the doctorate’ that transcend disciplines, universities and doctoral procedures. Perspectives on doctoral outcomes include features of received wisdom, which scholars often refer ...

Introduction: The third core function of community interaction in higher education is often viewed as the peripheral activity in the triad of academic tasks. Community interaction is seen as an imperative which often results ...

Introduction: Doctoral supervision has been identified as a key factor in timely PhD completion. Therefore, this chapter sets out to explore what can be learned from doctoral examinations to support doctoral education ...

INTRODUCTION: This chapter is set within the current focus on graduate attributes. These are qualities which students require in order to study at university, as well as and more typically, the attributes that students ...

INTRODUCTION: PhD1 theses generally follow one of two different formats. Firstly there is the (more traditional) monograph, which is written as a unified and coherent work, and which is most commonly found in non-laboratory ...

INTRODUCTION: Research into what examiners value in a PhD (Kiley & Mullins 2002) identified some characteristics which might surprise supervisors who seek to ensure that, as well as contributing to knowledge, their students ...

INTRODUCTION: Ross argues that the term curriculum can be interpreted as the organisation of desired learning experiences and that it represents a guide to lecturers of what is to be taught in specific institutions (Ross ...

Introduction: If you are not willing to risk the unusual, you will have to settle for the ordinary. – Jim Rohn Risk-taking is an important form of human behaviour, but can be conceptualised in different ways (Byrnes, ...

Three theoretical axes, namely ‘habitus’, ‘transformational learning’ and ‘doctorateness’ informed two narrative doctoral accounts. One is from a Tanzanian public official who graduated from a research-intensive South ...

Introduction: The coursework to me was like riding a mountain bike on a mountain bike trail. It was tough at times, but a great adventure. The more you rode, the more skilful you became, both technically and theoretically. ...