Framing research on doctoral education in Australia in a global context

Abstract

The scope of doctoral education scholarship continues to broaden to include such issues as the complex interactions of higher education and research policy and practice, changes in knowledge production, and the status of research students, among others. However in this article I argue for framing this scholarship and research within a comparative approach that links more rigorously and critically developments in Australia with what is happening worldwide. To establish this case I explore dominant narratives current in doctoral education scholarship in Australia to challenge some myths and assumptions about the historical record; and to problematise the nature of government and institutional policy development, the ways in which the changing research environment connects with research education, and our connections with international and increasingly global educational systems. To conclude I introduce some current approaches to rethinking higher education theory and research that have potential for framing research on doctoral education in ways that acknowledge the complexity and the significance of multi‐actor, multi‐level local, national, international and global interactions.

Acknowledgments

This paper draws on work in a series of collaborative projects being undertaken by the author with colleagues Terry Evans, Peter Macauley and Karen Tregenza, Deakin University, on the origin and development of the Australian PhD, funded in part by a Deakin University Strategic Research Grant. The argument presented was developed as part of the rationale for a proposed study outlined in a recent ARC application, ‘Producing knowledge producers: The construction of Australian PhD programs and their graduates’. I was also assisted by helpful comments from my reviewers.

Notes

* Centre for Educational Development and Academic Methods, Linnaeus Cottage, Building 96, The Australian National University, Canberra ACT 0200, Australia.

Email: [email protected]

While provisions were made for higher doctorates in some professions in the foundation acts of the early Australian universities, the first faculties for some decades were arts faculties within which even science courses in physics and chemistry were taught. An important motivation for founding the early universities was to strengthen the social order and ties to England through education (Dale 1997, p. 62).

Additional information

Notes on contributors

Margot Pearson *

* Centre for Educational Development and Academic Methods, Linnaeus Cottage, Building 96, The Australian National University, Canberra ACT 0200, Australia. Email: [email protected]