Abstract:
Recent developments in the nature and context of doctoral research have focused considerable attention on evaluating aspects of doctoral education, especially the process of supervision, the efficiency of outputs of the higher degree system, and assessments of student satisfaction with their experiences. Less often have studies identified just what it is that is learned by doctoral graduates in the course of their studies. In Education, for instance, little is known about the range of experiences which comprise research training across the University system. Consequently, it is difficult to answer the question 'What does it mean to be trained as an educational researcher?' The recent policy emphasis on viewing doctoral research as a form of training makes this question even more salient. From this perspective, it is possible to view doctoral programs as curricula, and to apply conventional ideas of curriculum evaluation to them. The seminar will consider the implications of viewing doctoral research in this way, and will propose a framework for evaluating doctoral research training in light of these considerations.