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18. The Changing Landscape of Doctoral Education in the UK

Author

Taylor, Stan and Wisker, Gina

Abstract

As elsewhere across the globe, for the past two decades doctoral education in the UK has been in the throes of change. This article seeks to describe and analyse developments in 1) the national framework for doctoral education, 2) institutional structures, 3) doctoral programmes, 4) doctoral candidacy, 5) doctoral supervision and 6) doctoral examination. Multiple sources of evidence, including official documentation and the results of investigations of the public-facing websites of the 150 institutions providing doctoral programmes, are used. The conclusion shows that these changes have been far-reaching, particularly for supervisors, and a call is made for greater recognition of their contributions to doctoral education.

Published
2023
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22. Conclusions

Author

Kumar, Vijay, primary, Taylor, Stan, additional, and Sharmini, Sharon, additional

Published
2022
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23. Introduction

Author

Kumar, Vijay, primary, Taylor, Stan, additional, and Sharmini, Sharon, additional

Published
2022
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25. My stance on gun ownership is

Author

Thompson, Magda, Hroncich, Ruth, Cuomo, Elia, Taylor, Stan, and G., Tom

Subjects
Firearms ownership -- Laws, regulations and rules, Mentally ill -- Laws, regulations and rules, Machine-guns -- Laws, regulations and rules, Government regulation, Philosophy and religion
Abstract

That within the bounds of state and federal law, those deemed responsible should be able to own a gun, but these state and federal laws need to be considerably tightened [...]

Published
2024

29. CONCLUSIONS

Author

Taylor, Stan, primary, Kiley, Margaret, additional, and Holley, Karri A., additional

Published
2020
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30. Introduction

Author

Taylor, Stan, primary, Kiley, Margaret, additional, and Holley, Karri A., additional

Published
2020
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35. Mapping the Landscape of Awards for Research Supervision: A Comparison of Australia and the UK

Author

Taylor, Stan and McCulloch, Alistair

Abstract

The aim of this paper is to map the pattern of awards for research degree supervision in institutions in Australia and the United Kingdom. In particular, it explores the scope of such awards, their objectives, the criteria for nomination, the evidence required to be submitted, the composition of award panels, the criteria for award, and the rewards and conditions attached to success. Marked differences are found between these features in the two systems, which it is argued stem mainly from the fact that in Australia institution-led awards are the norm, while in the UK student-led awards are predominant. In conclusion, it is suggested that, while institution-led awards seem more likely to be effective in identifying, recognising and rewarding exemplary supervision, students can and should have an important role to play and, hence, that optimally all stakeholders should be involved in the awards process.

Published
2017
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