Abstract
This paper situates the geography PhD within the broader context of doctoral education. It addresses questions relating to the PhD as preparation for future academic work. Theoretical and practical ideas are woven through a discussion of the work of the Centre for Excellence in Preparing for Academic Practice, at the University of Oxford, UK. The Centre initiated wide-ranging reforms and has had lasting impacts, with a philosophy of remaining sensitive to disciplinary context. The paper argues that cultural historical activity theory is a useful lens for understanding challenges in contemporary doctoral education, and responses to them. Key concepts are outlined, and a worked example provided, drawing from the Centre’s work. Connections are made with relevant initiatives specific to geography.
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Notes
The Centre for Excellence in Preparing for Academic Practice was one of 74 Centres for Excellence in Teaching and Learning (CETLs), funded by the Higher Education Funding Council for England from 2005–2010. For more information about the story of the CETL, see http://www.cetlrecord.ox.ac.uk/. The CETL also produced an extensive suite of learning and development resources for research students and those supporting them, see http://www.apprise.ox.ac.uk/. Both authors worked in the Centre at the time.
For example, the Enhancing Departments in Graduate Education in Geography (EDGE) research and action project (http://www.aag.org/edge), and opportunities for graduates to become involved in service / organisation at the Association’s Annual Meeting.
While all the subject centres have now been discontinued due to budget cuts, similar resources for each field (primarily teaching-focused) are expected to be made available by the UK Higher Education Academy in the coming year.
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Hopwood, N., McAlpine, L. Conceptualising the PhD as preparing for academic practice in geography. GeoJournal 80, 203–207 (2015). https://doi.org/10.1007/s10708-014-9585-3
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DOI: https://doi.org/10.1007/s10708-014-9585-3