research candidates’ skill development: questions of curriculum and pedagogy margaret kiley and...
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Research candidates’ skill development: Questions of curriculum and pedagogyMargaret Kiley and Jim Cumming
CEDAM
The Australian National University
Margaret Kiley, Centre for Educational Development and Academic Methods
The ‘push’ for explicit skills training
Government e.g. reducing time frames for candidature
Changes in characteristics of doctoral candidate enrolments
Employer groups
Margaret Kiley, Centre for Educational Development and Academic Methods
When undertaking research related to HDR skill development to what extent should the views of these various stakeholders be considered? Should they all be given a similar weighting? Are there others?
Margaret Kiley, Centre for Educational Development and Academic Methods
Theories and concepts Two-tiered model (Barrie, 2004): Scholarship,
Lifelong learning, and global citizenship with Information literacy, Research & inquiry, Ethical, social & professional understanding, Communication, and Personal & intellectual autonomy
Practice-identify model (Holmes, 2000): practice and identity are integrated and performed in a social context
Levels of capability and situational variation (Bowden et al, 2000): levels of capability related to context and focussed on candidate
Margaret Kiley, Centre for Educational Development and Academic Methods
Is it possible/reasonable to develop a research framework based on the various aspects of these models, for example a focus on the messiness and complexity of HDR skill identification, provision, acquisition and enactment, and quality assurance?
Margaret Kiley, Centre for Educational Development and Academic Methods
Which skills are we talking about?
Research skills e.g. research, reading, reflecting, writing and teaching, publishing, etc
Generic capabilities e.g. communication, problem solving, teamwork/collaboration, innovation/enterprise
Margaret Kiley, Centre for Educational Development and Academic Methods
As researchers, which of these skills or skill clusters should/could be the focus of attention, research skills, generic skills or some intersection of these?In which contexts?
Margaret Kiley, Centre for Educational Development and Academic Methods
What environments and strategies?
Issues include:• Environment• Personnel• Timing• Approaches• Assessment• Disciplinary differences
Margaret Kiley, Centre for Educational Development and Academic Methods
What could/should the focus of a mapping of HDR skills development across Australia: the environment, the provider, the timing, assessment, a combination of these?Should this work be located purely within a disciplinary context or a broad, generic context?
Margaret Kiley, Centre for Educational Development and Academic Methods
Conclusion: Curriculum Issues
Mandatory versus voluntary? Mandatory for all candidates, or only some?
Formal assessment, informal, or no assessment? Reporting? On the candidate’s transcript? Formal accreditation and if so, by whom? Levels of standardisation across universities, disciplines? Recognition of Prior Learning? Articulation? Breadth or depth in the learning experiences? Issues of access and equity? Discipline-specific and interdisciplinary experiences?
Margaret Kiley, Centre for Educational Development and Academic Methods
Conclusion: Pedagogical issues
Observable support yet recognising candidates as autonomous, enterprising adults?
Institutional recognition of supervisory team and the role of peers and others in learning and teaching?
Institutional account of candidates authentic learning experiences prior to, and within candidature
Support for supervisors and research leaders in developing collaborations with industry, the professions, and other research groups to assist with meaningful learning opportunities for research candidates?
Margaret Kiley, Centre for Educational Development and Academic Methods
Acknowledgement
Support for this research has been provided by The Carrick Institute for Learning and Teaching in Higher Education Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.
The views expressed in this paper do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher Education.