The role of doctoral education in early career academic development

dc.contributor.authorFrick, Liezelen_ZA
dc.contributor.authorAlbertyn, Ruthen_ZA
dc.contributor.authorBrodin, Evaen_ZA
dc.contributor.authorMcKenna, Siouxen_ZA
dc.contributor.authorClaesson, Silwaen_ZA
dc.date.accessioned2017-05-31T07:47:09Z
dc.date.available2017-05-31T07:47:09Z
dc.date.issued2016
dc.descriptionCITATION: Frick, L. et al. 2016. The Role of Doctoral Education in Early Career Academic Development, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison & E. Bitzer. (eds.). Postgraduate Supervision: Future Foci for the Knowledge Society. Stellenbosch: SUN PRESS. 203-219. doi:10.18820/9781928357223/12.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractPOINT OF DEPARTURE: The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).en_ZA
dc.description.versionPublishers' versionen_ZA
dc.identifier.citationFrick, L. et al. 2016. The Role of Doctoral Education in Early Career Academic Development, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison & E. Bitzer. (eds.). Postgraduate Supervision: Future Foci for the Knowledge Society. Stellenbosch: SUN PRESS. 203-219. doi:10.18820/9781928357223/12.en_ZA
dc.identifier.isbn978-1-928357-21-6en_ZA
dc.identifier.issn978-1-928357-22-3en_ZA
dc.identifier.otherdoi:10.18820/9781928357223/12
dc.identifier.urihttp://hdl.handle.net/10019.1/101635
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIAen_ZA
dc.relation.haspart(Re)Considering Postgraduate Education and Supervision in the Knowledge Societyen_ZA
dc.relation.haspartAligning Student and Supervisor Perspectives of Research Challengesen_ZA
dc.relation.haspartBecoming Doctorate as an End-point and a Point of Departure: Intervention Experiences of Doctoral Supervisors and Candidatesen_ZA
dc.relation.haspartDeveloping Doctoral Research Skills for Workplace Inquiry: Using an Intergrated Methodologyen_ZA
dc.relation.haspartGraduate School Formats and Functions: A Case Studyen_ZA
dc.relation.haspartPHD by Publication: An Institutional Analysisen_ZA
dc.relation.haspartPostgraduate Study in Uncharted Territory: A Compartative Studyen_ZA
dc.relation.haspartThe 'Creative-Minded Supevisor': Gatekeeping and Boundary Breaking when Supervising Creative Doctoratesen_ZA
dc.relation.haspartThe Doctorate in South Africa: Trends, Challenges and Constraintsen_ZA
dc.relation.haspartThe Rationale, Challenges and Benefits of Joint Degrees as a New Form of Doctoral Educationen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101633
dc.relation.urihttp://hdl.handle.net/10019.1/101630
dc.relation.urihttp://hdl.handle.net/10019.1/101631
dc.relation.urihttp://hdl.handle.net/10019.1/101640
dc.relation.urihttp://hdl.handle.net/10019.1/101638
dc.relation.urihttp://hdl.handle.net/10019.1/101637
dc.relation.urihttp://hdl.handle.net/10019.1/101641
dc.relation.urihttp://hdl.handle.net/10019.1/101642
dc.relation.urihttp://hdl.handle.net/10019.1/101639
dc.relation.urihttp://hdl.handle.net/10019.1/101634
dc.rights.holderSUN MeDIAen_ZA
dc.subjectKnowledge creationen_ZA
dc.subjectEducation, Higher -- South Africaen_ZA
dc.subjectCareer developmenten_ZA
dc.subjectDoctoral students -- Academic developmenten_ZA
dc.titleThe role of doctoral education in early career academic developmenten_ZA
dc.typeChapters in Booksen_ZA
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