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In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.

This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein's sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach.

As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women's engagement with leadership in HE in South Asia. A potent affective economy was discovered. Leadership was associated with affects such as competitiveness, aggression, impropriety, stress and anxiety, in ways that were intensified by highly patriarchal and corporatised HE cultures. Indeed, its difficulties and toxicities meant that leadership was rejected or resisted as an object of desire by many women. We illuminate how different forms of competition contribute to the affective economy of HE leadership. The research also raises wider questions about the possibilities of disrupting dominant neoliberal constructions of HE if those who question such values are excluded (or self-exclude) from leadership positions.

This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in higher education policy, research or statistical data in the region. Our interview data suggest that leadership was frequently not an object of desire for women. Being associated with particular types of masculinities, leadership often carried a heavy affective load for those women who transgressed patriarchal socio-cultural norms and disrupted the symbolic order of women being led by men. Leadership was frequently perceived and experienced by women in terms of navigating a range of ugly feelings and toxicities that depleted aspirations, well-being and opportunities.

This article aims to deconstruct the underpinning tenets of the term "newer researcher into higher education." In recognition of the ambiguities of the term, we begin by questioning the nature of the field(s) of research into higher education (HE). Secondly, we critique the policy discourses associated with the term "newer researcher." Then, with a view to illustrating the over-linear assumptions of such discourses, the article articulates the biographies of practising researchers in this field through narrative reconstructions of the five authors' own routes as researchers into HE, openly acknowledging their temporalities and serendipitous conditionalities. Finally, we consider the nature of a career in the context of the professionalisation of routes into HE research. Our concluding remarks return us to the question of the status of HE research and to suggestions of positive ways to embrace the dilemmas we face.

This paper reports on empirical research on youth as active citizens in Senegal with specific reference to their education and their sexual and reproductive health rights. In a context of postcoloniality which claims to have privileged secular, republican understandings of the constitution, the authors seek to illuminate how youth activists sustain patriarchal, metropolitan views of citizenship and reinforce ethnic and locational (urban/rural) hierarchies. Their analysis is based on a case study of active youth citizenship, as reflected in youth engagement in the recent presidential elections in Senegal. This included involvement in youth protests against pre-election constitutional abuse and in a project monitoring the subsequent elections using digital technologies. The authors compare how youth activists enacted different notions of citizenship, in some instances involving a vigorous defence of Senegal's democratic constitution, while in others dismissing this as being irrelevant to youth concerns. Here the authors make an analytic distinction between youth engagement in "politics," seen as the public sphere of constitutional democracy, and the "political," which they relate to the inherently conflictual and agonistic processes through which (youth) identities are policed, in ways which may legitimate or marginalise. Despite the frequent construction of youth as being agents of change, this analysis shows how potentially productive and open spaces for active citizenship were drawn towards conformity and the reproduction of existing hegemonies, in particular through patriarchal gender relations and sexual norms within which female youth remained particularly vulnerable.

The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss "theory" out of hand as belonging to the world of the "academic," abstracted from the "realities" of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation of theory from practice, the paper takes up the call to consider the entanglement of theory with practice, or how theory matters. It takes formative assessment as a particularly fertile case for this discussion. Formative assessment has been considerably developed in schooling across different national education systems. Its aspiration is for assessment to support learning, rather than only to credentialise learning. Having first emerged as a concept when behaviourism held sway, it has been considered through different theoretical lenses. Drawing upon empirical studies of classroom assessment practices, the paper draws out the different "mattering" implicated in the different languages of assessment used by practitioners, raising questions about the practices this produced. The paper concludes by asking if formative assessment could become "educational" in a more radical sense, if opportunities to focus on the contingencies and politics of our meaning-making were sometimes taken up more openly and dialogically with students, as opposed to formative assessment sitting in a instrumental relationship to a given curriculum.

The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue -- that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibility of undesirable learning and does not seem to address the inherently political nature of education. Having illuminated the potential inequities of formative assessment practices, the paper then asks what role formative assessment might play to support an understanding of education that is not simply about the transmission of traditional social norms, but also aspires to illuminate their social construction and their political nature.

Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher's use of digital photography to provide "feedback" to pupils. Critiquing dominant psychological understandings of classroom assessment for their lack of recognition of power relations, it takes up post-structuralist theories of discourse, embodiment and affect to consider how these digital photographs became "sticky" with memories of peer derision, "mortifying" pupils and marking them as "other" in ways that were intensified through later display to the class. Thus, rather than providing benign support for learning, the circulation of these images as part of feedback processes in this classroom context seems to have functioned as a powerful technology of individualization and normalization.

This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project-based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. The task design created opportunities for interdisciplinary, collaborative learning and generated strong pupil engagement. However, a disjuncture is seen between the conflictual characteristics of peer assessment, which are suggested to have gendered and social class dimensions, and the discourses of teamwork and community-building that were privileged in the classrooms observed. Although recognised more in research conversations, the article argues that teachers could be better supported in considering how social class and gender are implicated in peer assessment and in developing classroom discourse that addresses social equity issues. (Contains 1 note.)

This article reports on research into formative assessment within a task design that produces multiple opportunities for teacher and pupil dialogue. It draws upon in-depth case studies conducted in schools in socially deprived areas of Scotland, using policy and documentary analysis, video-observation, and an iterative series of interviews with pupils and teachers. The research confirmed the power of this task design, and teachers' skilfulness in deploying it, but raises questions about the understandings of assessment that supported teachers' criteria development, and the ways criteria were brought into classroom dialogue. A large disjuncture is identified between assessing the complexities of these tasks and the assessment vocabularies inherited by teachers. Relational understandings of teaching, learning and assessment that better address teacher "positionality" are suggested as useful for supporting a standards-based approach to assessment, as well as for addressing issues of social equity. (Contains 1 note and 1 figure.)

This article reports on a recent small-scale phenomenological study into the student experience of the doctoral "viva voce". It was prompted by strong concerns about "viva voce" processes on the part of a Director of Graduate Studies in an English university. The study involved semi-structured interviews with 20 respondents from eight English universities in a range of disciplinary areas. An initial analysis of the interviews illuminated the powerful affective dimensions of the "viva voce" and the gendered nature of its processes. Resisting the binary separation of reason and emotion, the paper draws upon discursive theories of affect, gender and subjectivity to consider the affective economies that are illuminated in this data and suggests that this involves the reproduction of gendered hierarchies.

The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small-scale mixed-method study of different vocational learners' transition from Level 3 courses to consider how these policy discourses are being mediated by "learners" who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents' longer-term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents' different commitments to learning and self-development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents' voices to speak back and disrupt policy mantras.

This article responds to recent UK proposals on measuring and recording student achievement (Universities UK 2007) to highlight issues that are relevant across different higher education contexts, which are increasingly intertwined through the expansion of the Bologna process. Drawing from wide-ranging literature on assessment and sociology, this paper argues that the introduction of new assessment technologies cannot be seen from a purely technical perspective but instead requires a deeper appreciation of assessment as a social practice, which contributes powerfully to the construction of learner subjectivities in ways that are not necessarily benign. Although not suggesting this leads to any easy solutions, the concept of 'meta-social' awareness may be useful in better supporting a diverse student body in confronting the complexities of the twenty-first century.

What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as encompassing a disciplinary meta-discourse within the context of teaching as response. We draw on data from a postgraduate context to illustrate how the identities of teachers and learners may be brought into play. Formative assessment is seen to involve movement across a concrete-procedural-reflective-discursive-existential continuum, and between the convergent and divergent. We suggest that by asserting the centrality of disciplinary knowledge and identities, the frameworks presented may be used heuristically to entice academics into thinking more specifically and organically about pedagogies which are more appropriate to the changing nature of twenty-first-century higher education. (Contains 5 tables.)

This paper is based on a small-scale mixed-method research project, which was located in south-east England and was funded by the British Academy. The project, investigated the factors that affected young people's decisions not to progress to higher education (HE) after following a Level 3 vocational pathway in upper secondary education. Set against the context of divergent and somewhat contradictory government policy initiatives, it draws on the concept of imagined futures as a way of considering students' "decision-making" in their transition from further education to other locations. This paper explores how a group of young people completing their vocational courses in summer 2008 viewed--or imagined--their futures. Contrary to policy discourses, vocational pathways did not necessarily offer straightforward progression to HE. Respondents' "imagined futures" did not lack agency, but HE was not an immediate part of them. (Contains 1 note.)

This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student interviews. The tutor whose feedback was analysed had previously researched and theorised formative assessment, so the research allowed his previous theoretical insights to be explored and developed in an early doctoral context. The article concludes by discussing the problematic power of feedback at this level, given the culturally constructed associations of feedback with summative assessment, and implications for supervisory practice. (Contains 2 tables and 1 figure.)

Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows the illumination of the power relations that are embedded within assessment practice and in consequence the importance of an instructional design that addresses these elements. After giving an overview of sociocultural learning theories and contextualising the research and the two initiatives in question, the article draws on the data to suggest the overlap between the mediating tool of a "challenge" and the CHAT concept of an "activity system". It discusses the value of constructing a shared, collective focus (or object) for task activity; the authenticity and extended experiential nature of the task; the collaborative division of labour in the execution of the task and its assessment. Drawing upon the evaluation data, it is suggested that formative assessment might focus more strongly on extended task design, with the aim of creating spaces for student agency that is nevertheless in dialogue with curricular requirements. This also entails paying more explicit attention to the social positioning of teachers and learners, as well as amongst learners themselves, and ensuring that power relations are not glossed over in discussions of assessment regimes. In this respect the concept of an activity system seems potentially useful to teachers, not only researchers, in engaging with the complexities of designing classroom activities that support students' critical engagement and participation in different communities of practice. (Contains 2 figures and 1 note.)

This paper reports on empirical research into formative assessment conducted in a blended learning environment within a professional doctorate in education (EdD.) programme in an English university, focusing primarily on peer discussion forum activity. This was conceptualised within sociocultural learning theories, where learning entails processes of identity formation. The data presented suggests the usefulness of online environments for supporting students' development of subject positions as researchers, thereby constructing new relations between peers, as well as tutors and students, in addition to providing shared textual resources upon which the tutor's feedback can then build. The paper discusses how this might contribute towards more collective forms of doctoral supervision. (Contains 2 figures and 1 note.)

Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors' empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements about what is good learning with a view to improving that learning. However, the theorisation emphasises formative assessment as being a discursive social practice, involving dialectical, sometimes conflictual, processes. These bring into play issues of power in which learners' and teachers' identities are implicated and what counts as legitimate knowledge is framed by institutional discourses and summative assessment demands. The paper argues that, rather than only paying attention to the content of learning, an ambition for formative assessment might be to deconstruct these contextual issues, allowing a critical consideration of learning as a wider process of becoming. The article suggests a model that might be useful to teachers and learners in achieving this. (Contains 6 notes, 3 figures, and 2 tables.)

The article reports on a small-scale in-depth research study investigating formative assessment enacted and theorised from a sociocultural perspective within a part-time Professional Doctorate in Education (EdD) programme in an English university. Going beyond its conventional conceptualisation within psychological and motivational frameworks, formative assessment here encouraged students to view their learning as entailing the development of identities as researchers. The research adopted a case study approach, drawing upon participant observation, discourse analysis of online discussion forum and email feedback, and two series of student interviews. Although the practice of formative assessment remains problematic, students' responses suggest the value of tutor feedback, including its ontological dimension. Given the wide-ranging backgrounds of the learners who participated in this study, our findings suggest the relevance of a sociocultural view of formative assessment for supporting a more diverse doctoral student population. This leads us to argue for doctoral supervision to be conceptualised more firmly as a pedagogic relation in which formative assessment has a key role. (Contains 3 figures.)