ERIC Number: EJ1175674
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
The Stifling Silence around Scholarly Creativity in Doctoral Education: Experiences of Students and Supervisors in Four Disciplines
Brodin, Eva M.
Higher Education: The International Journal of Higher Education Research, v75 n4 p655-673 Apr 2018
The demand for developing creativity among doctoral students is found in a number of educational policies all over the world. Yet, earlier studies on Swedish doctoral education suggest that doctoral students' creativity is not always encouraged. Based on a critical hermeneutic approach and cases in four different disciplines, the aim of this study was therefore (1) to explore different shapes of doctoral students' creativity in Swedish doctoral education and (2) to reveal and find possible explanations to some of the conditions stifling doctoral students' scholarly creativity. Interview data was collected from 28 participants, constituting 14 dyads of students and supervisors in four disciplines. Through hermeneutic interpretative analysis of the disciplinary cases, the results show that creativity "kept on playing" in musical performance, was "an unexpected guest" in pedagogical work, was "captured in frames" in philosophy and "put on hold" in psychiatry. Across the cases, students' scholarly creativity was essentially "encapsulated in silence." This silence seemed to emanate from controlling intellectual, political and economic agendas that enabled stifling conditions of the students' scholarly creativity, where it was as follows: "restricted by scholarly traditions," "embodying supervisors' power" and "unrequested in practice." Based on these findings, the article ends in suggestions for preventing such conditions, holding that it is important to establish a discourse on scholarly creativity in doctoral education, to view doctoral students as capable creative agents and to actually ask for their scholarly creativity.
Descriptors: Creativity, Doctoral Programs, Psychiatry, Foreign Countries, Graduate Students, Educational Policy, Hermeneutics, Interviews, Music, Teaching Methods, Philosophy, Supervisors, Music Education, Teacher Student Relationship, College Faculty, Power Structure, Educational Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A