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Imagining Doctoral Education in the Fourth Industrial Revolution: Driving Technology or Being Driven by Technology

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Abstract

The recent technological revolution, often referred to as the Fourth Industrial Revolution or the Second Machine Age, has brought significant changes in both the knowledge production process and its outputs. These changes have raised the question of whether a doctoral degree will retain its unique value as a knowledge creator in the future. In addition, the global challenges confronting society, such as climate change and economic inequality, require a better response from doctoral education and raise the question of whether the current form of doctoral education will meet the demands of future society. Doctoral education might harness technological developments wisely to address these challenges, or it might miss this opportunity and thus lose its valuable role in educating advanced researchers. Based on a critical review of the literature, this paper explores the meaning of the profession in the future at a time of technological revolution and imagines possible future scenarios for doctoral education. The paper applies Ronald Barnett’s framework for the imaginative university, focusing on ideological, dystopian, persuasive and utopian universities, and describes the potential changes to doctoral education.

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  1. Faculty of Education, The University of Hong Kong, Hong Kong SAR, China

    Jisun Jung

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Jung, J. Imagining Doctoral Education in the Fourth Industrial Revolution: Driving Technology or Being Driven by Technology. Minerva 60, 615–632 (2022). https://doi.org/10.1007/s11024-022-09473-w

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