The PhD – is it out of alignment?

ABSTRACT

Globally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy.

KEYWORDS:

• Doctoral education
• PhD
• graduate outcomes
• constructive alignment
• portfolios

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Rachel Spronken-Smith http://orcid.org/0000-0002-0630-8909

Notes

1 Here we are writing about the Doctor of Philosophy (PhD) degree, not about professional doctorates. Note that the terms ‘doctoral’ and ‘PhD’ are used interchangeably.