Abstract
The chapter analyses the growth in numbers of doctoral students and doctoral degrees awarded in the United Kingdom in recent years and develops two arguments related to this growth. First, doctoral education and training no longer serve almost exclusively the reproduction of the academic profession but provide a highly qualified workforce for the knowledge-intensive sectors of society. Second, due to the growth in the numbers, motives and purposes for obtaining a doctoral degree have diversified leading to the development of new routes towards a doctorate and an expansion in the types of doctoral degree. The United Kingdom is probably the European country with the highest degree of diversity in terms of doctoral degree types, and the most important ones are briefly described in the chapter. This second part will also include a brief discussion of nonacademic labour markets for doctoral degree holders. A third part of the chapter will look at the extended policy field into which doctoral education and training have increasingly been embedded in recent years. Given the fact that doctoral degree holders are a valuable resource (e.g. in human capital terms) for various economic sectors of the knowledge society, their education and training is no longer considered to be exclusively an academic affair. Instead, it is increasingly managed at institutional level and guided by policy processes at national and – at least in Europe – at supranational level. The fourth and final part of the chapter will discuss the question of the growing divergence or growing convergence in doctoral education and training. It is assumed that, despite the growing diversity of pathways and doctoral degree types, there is also some convergence at play – at least at the European level – in so far as quality assurance, definitions of skills and qualifications as well as procedures for the examination and award of degrees are increasingly subject to standards, rules and regulations defined by the European network of quality assurance agencies. It remains to be seen whether the exit of the United Kingdom from the European Union will have an impact on, or even reverse, this trend.
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Kehm, B.M., Freeman, R.P.J., Locke, W. (2018). Growth and Diversification of Doctoral Education in the United Kingdom. In: Shin, J., Kehm, B., Jones, G. (eds) Doctoral Education for the Knowledge Society. Knowledge Studies in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-89713-4_7
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