Abstract
In this chapter, the authors highlight the recent calls for reform to doctoral programmes, particularly focused on the call for increased transferable skills development. The authors discuss the two current schools of thought regarding the incorporation of transferable skills training into doctoral programmes. On the one hand, some scholars believe that the development of transferable skills should be considered less important than disciplinary knowledge; on the other hand, other scholars believe that transferable skills enhance the value of disciplinary knowledge. The authors conclude that there is a need for doctoral training reform to encourage students to reflect on the skills that they have learnt throughout their PhD journey. This will help students to demonstrate their engagement with research as a professional endeavour, allowing the PhD programme to become a vehicle for the development of personal epistemology.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Borthwick, J., & Wissler, R. (2003). Postgraduate research students and generic capabilities: Online directions. Canberra, Australia: Department of Education, Science and Training.
Cahusac de Caux, B. (this volume). Chapter 2: A short history of doctoral studies. In L. Pretorius, L. Macaulay, & B. Cahusac de Caux (Eds.), Wellbeing in doctoral education: Insights and guidance from the student experience. Singapore, Singapore: Springer.
Davila, F., & Reinhardt, W. (2017). Teaching as a strategic choice. In C. McMaster, C. Murphy, B. Whitburn, & I. Mewburn (Eds.), Postgraduate study in Australia: Surviving and succeeding. New York, NY: Peter Lang.
Gilbert, R., Balatti, J., Turner, P., & Whitehouse, H. (2004). The generic skills debate in research higher degrees. Higher Education Research and Development, 23(3), 375–388. https://doi.org/10.1080/0729436042000235454
Lam, C. K. C., Hoang, C. H., Lau, R. W. K., Cahusac de Caux, B., Tan, Q. Q., Chen, Y., & Pretorius, L. (2019). Experiential learning in doctoral training programmes: Fostering personal epistemology through collaboration. Studies in Continuing Education, 41(1), 111–128. https://doi.org/10.1080/0158037X.2018.1482863
Lean, J. (2012). Preparing for an uncertain future: The enterprising PhD student. Journal of Small Business and Enterprise Development, 19(3), 532–548. https://doi.org/10.1108/14626001211250261
Mantai, L. (2017). How to become a researcher: Developmental opportuntities on campus and beyond. In C. McMaster, C. Murphy, B. Whitburn, & I. Mewburn (Eds.), Postgraduate study in Australia: Surviving and succeeding. New York, NY: Peter Lang.
Nerad, M. (2004). The PhD in the US: Criticism, facts, and remedies. Higher Education Policy, 17(2), 183–199. https://doi.org/10.1057/palgrave.hep.8300050
Nerad, M. (2010). Globalization and the internationalization of graduate education: A macro and micro view. Canadian Journal of Higher Education, 40(1), 1–12. Retrieved from https://files.eric.ed.gov/fulltext/EJ904267.pdf
Neumann, R., & Tan, K. K. (2011). From PhD to initial employment: The doctorate in a knowledge economy. Studies in Higher Education, 36(5), 601–614. https://doi.org/10.1080/03075079.2011.594596
Passaretta, G., Trivellato, P., & Triventi, M. (2018). Between academia and labour market – The occupational outcomes of PhD graduates in a period of academic reforms and economic crisis. Higher Education, 77(3), 541–559. https://doi.org/10.1007/s10734-018-0288-4
Pedersen, H. S. (2014). New doctoral graduates in the knowledge eeconomy: Trends and key issues. Journal of Higher Education Policy and Management, 36(6), 632–645. https://doi.org/10.1080/1360080X.2014.957891
Pretorius, L. (this volume). Chapter 1: Prelude: The topic chooses the researcher. In L. Pretorius, L. Macaulay, & B. Cahusac de Caux (Eds.), Wellbeing in doctoral education: Insights and guidance from the student experience. Singapore, Singapore: Springer.
Stylianou, M., Enright, E., & Hogan, A. (2017). Learning to be researchers in physical education and sport pedagogy: The perspectives of doctoral students and early career researchers. Sport, Education and Society, 22(1), 122–139. https://doi.org/10.1080/13573322.2016.1244665
The Group of Eight. (2013). The changing PhD. Turner, Australia: The Group of Eight.
Walsh, E., Seldon, P. M., Hargreaves, C. E., Alpay, E., & Morley, B. J. (2010). Evaluation of a programme of transferrable skills development within the PhD: Views of late stage students. International Journal for Research Development, 1(3), 223–247. https://doi.org/10.1108/1759751X201100015
Acknowledgements
Luke Macaulay and Tanya Davies were supported by the Research Training Programme Stipend.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Davies, T., Macaulay, L., Pretorius, L. (2019). Tensions Between Disciplinary Knowledge and Transferable Skills: Fostering Personal Epistemology During Doctoral Studies. In: Pretorius, L., Macaulay, L., Cahusac de Caux, B. (eds) Wellbeing in Doctoral Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9302-0_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-9302-0_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-9301-3
Online ISBN: 978-981-13-9302-0
eBook Packages: EducationEducation (R0)