The changing landscape of doctoral education: Conclusions and further research

Karri A. Holley; Stan Taylor; Margaret Kiley

doi:10.1080/14703297.2023.2237934

The changing landscape of doctoral education: Conclusions and further research

Karri A. Holley^*, Stan Taylor, Margaret Kiley

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

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Abstract

The articles in this special issue of Innovations in Education and Teaching International provide a global snapshot of the current state of doctoral education. They show variation across national systems, and at the same time, demonstrate that similarities exist between them. In this concluding article, we summarise the findings from the articles, provide conclusions, and suggest further avenues for research.

Original language	English
Pages (from-to)	784-792
Number of pages	9
Journal	Innovations in Education and Teaching International
Volume	60
Issue number	5
DOIs	https://doi.org/10.1080/14703297.2023.2237934
Publication status	Published - 2023

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10.1080/14703297.2023.2237934

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title = "The changing landscape of doctoral education: Conclusions and further research",

abstract = "The articles in this special issue of Innovations in Education and Teaching International provide a global snapshot of the current state of doctoral education. They show variation across national systems, and at the same time, demonstrate that similarities exist between them. In this concluding article, we summarise the findings from the articles, provide conclusions, and suggest further avenues for research.",

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AB - The articles in this special issue of Innovations in Education and Teaching International provide a global snapshot of the current state of doctoral education. They show variation across national systems, and at the same time, demonstrate that similarities exist between them. In this concluding article, we summarise the findings from the articles, provide conclusions, and suggest further avenues for research.

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The changing landscape of doctoral education: Conclusions and further research

Abstract

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