The School of Information Science and Learning Technologies (SISLT) was created in 1997 at the University of Missouri (MU) as a result of a merger between the School of Library and Informational Science and the College of Education's program in Educational Technology. Within 6 years of the merger, SISLT became one of the largest graduate…

Compared to the training of higher education management professionals in the US, the training of their counterparts in China is relatively modest, with few programs offered at the graduate level. Further, few concrete solutions have been proposed for tackling the challenge of preparing managerial professionals for the sound development of higher…

Foreign-born faculty play an important role in American doctoral education, contributing to the processes of internationalization and global collaboration.

The dissertation is broken, many scholars agree. Rethinking the academic centerpiece of a graduate education is an obvious place to start if, as many people believe, Ph.D. programs are in a state of crisis. Universities face urgent calls to reduce the time it takes to complete degrees, reduce attrition, and do more to prepare doctoral candidates…

Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one's relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer…

The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing student numbers, increased understanding of the economic value of doctoral graduates,…

The purpose of this article is to begin framing doctoral training for a science of social work. This process starts by examining two seemingly simple questions: "What is a social work scientist?" and "How do we train social work scientists?" In answering the first question, some basic assumptions and concepts about what constitutes a "social work…

This article reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data are taken from a series of comparative case studies of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant…

Much of the burden of undergraduate teaching in Australian higher education institutions falls to sessional staff and postgraduate students. These members of staff assume high teaching loads and administrative management responsibilities. This paper explores the perspectives of two female academics in the unique position of being the subject…

The purpose of this critical ethnographic study was to examine the nature and meaning of cultural ecology in relation to preparing scholar-practitioner leaders. The ethnography focused on how the discourses and practices within the disciplinary setting of leadership preparation shape the identity of social scholar-practitioner leaders. The…

This article examines the recent European governing of PhD education by describing and destabilizing how Europe, as a social construct, is inscribed in the governing in multiple ways. Conceptually, it aligns with post-Foucauldian research interests in imaginaries of societies, subjectivities, and politics of knowledge. Based on European policies…

This paper explores the changing relationships between the UK government, its research councils and universities, focusing on the governing, funding and organisation of doctoral training. We use the Doctoral Training Centres (DTCs) funded by the Economic and Social Research Council (ESRC) as a prism through which to study the shifting nature of…

This paper critically engages with the pedagogical design of a generic professional doctorate programme as a framework for creation of actionable knowledge within the practice of both adviser and candidate. Within this exploration the relational dimensions of the adviser-candidate interaction are identified and their potential impact partially…

"Next generation" issues are attracting considerable attention in higher education (HE) policy and programming. This is particularly true in Africa, where depleted academic capacity, insufficient levels of doctorate-qualified staff, and the steady retirement of many experienced lecturers and researchers place a particular urgency on…

This study measured the knowledge construction and reflection that occurred in a doctoral course designed to introduce major leadership theories and encourage reflection as a community college leadership practice. At each session, students completed forms reporting new learning and insights they experienced, as well as responding to reflection…