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ERIC Number: EJ1120736
Record Type: Journal
Publication Date: 2016-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0141-8211
Identifying, Characterising and Assessing New Practices in Doctoral Education
Baschung, Lukas
European Journal of Education, v51 n4 p522-534 Dec 2016
Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the "apprenticeship model." However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or "Doctoral Schools." Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students' recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends--which vary according to the case study--consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of 'brain drain', workload, supervision, innovation and careers may even be reinforced or at least not completely solved.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland; Norway
Grant or Contract Numbers: N/A