How To Cross A Boundary In An Australian Phd

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Stella Sparks
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1 Coursework in Australian PhD programs: Why is this a boundary and how is it being pushed? Margaret Kiley [email protected]

2 2 Overview Background to Australian PhD Recent developments in Australian doctoral education Study undertaken to identify curriculum issues and candidate views Possible future, once we cross the boundaries

undertaken to identify curriculum issues and

3 3 Background to Australian PhD Australian PhD (late 1940s) Entry through Honours program based on the Scottish model Mid 1980s 90s fundamental reform leading to the unified system Changes included introduction of Professional Doctorate as well as

1980s 90s fundamental reform leading to the unified system

4 4 Potential Boundaries Traditionally: Single supervisor/apprentice model Honours designed to provide a sound research preparation, however, an undergraduate award With new developments, candidates, their needs and their preparation changed

sound research preparation, however, an undergraduate award

5 5 Increases in... Age Median age across all disciplines is 33 (Chemistry 22 Education 45) Enrolment Part-time for domestic candidates close to 50% Entry qualification Increase in entry through coursework masters with decrease in Honours Females approx. 50% of enrolment

6 6 Recent developments Australian Qualifications Framework (AQF) introduced in 1995, revised 2011 Tertiary Education Quality and Standards Agency (TEQSA)

7 The Doctoral Degree (Research) qualification (leading to the award of a Doctor of Philosophy) is designed so that graduates will have undertaken a program of independent supervised study that produces significant and original research outcomes culminating in a thesis, dissertation, exegesis or equivalent for independent examination by a least two external expert examiners of international standing 7

produces significant and original research outcomes culminating in a thesis, dissertation, exegesis

8 Research in the program of learning will be for a least two years and typically two-thirds or more of the qualification. The program of structured learning typically will include advanced coursework. The program of learning may also include advanced coursework to enhance the student s capacity to make a significant contribution to knowledge in the discipline (or crossdisciplinary field) 8

The program of structured learning typically will include advanced coursework.

9 and/or research-integrated practice developed in collaboration with a relevant professional, statutory or regulatory body. The advanced coursework may support but not replace the research outcomes. The advanced coursework and researchintegrated practice will support the research outcomes. 9

The advanced coursework may support but not replace the research

10 10 Project design Involved six different types of Australian universities with Interviews with Deans of Graduate Studies Extensive workshops and focus groups in two Survey of candidates in five institutions Analysis of different approach (MRES) in one

Extensive workshops and focus groups in two Survey of

11 11 Workshops and focus groups Boundaries re different perceptions of coursework Lectures, exams and all candidates treated the same Boundaries between types of coursework Enabling e.g. research processes Enriching e.g. advanced discipline knowledge Articulating e.g. employability skills

Boundaries between types of coursework Enabling

12 12 Key significance Need to focus on individual, disciplinary and institutional variation: Needs analysis Learning plans Involvement of supervisory team in some teaching and assessment

13 13 Online Survey Most respondents in PhD (not Prof Doc) Prior to enrolment: Over 50% of respondents had been employed full time and of all respondents (working fulltime or part-time) approx. 50% in Education >50% respondents reported coursework should be part of the PhD with over 40% suggesting it should be in the first year

14 14 Main areas where PhD has helped Independent research skills Thinking critically Analysing data Knowledge and skills in field Designing research Making sense of evidence Solving problems Taking initiative

Knowledge and skills in field Designing research

15 15 Areas where PhD has been of least help Project management Assertiveness Working as a member of a team Making a contribution to the profession Leadership Grant writing skills Teaching skills Financial management

team Making a contribution to the profession

16 16 Preparation for employment 55% reported needing help relating doctoral research experiences to employer needs (see Kyvik and Olsen 2012) 61% younger (20-30 years), and 33% of older (31-50 years) reported needing additional information about the job market 45% needed assistance with developing networking skills

(20-30 years), and 33% of older (31-50 years) reported needing additional

17 17 Possible future, once we cross the boundaries A general agreement is that it would be useful if: A set of learning outcomes be developed (to a large extent discipline specific within an overall university approach) For each candidate develop an individualised learning plan early in candidature to be revised after the Proposal Seminar and annually at the Progress Review

within an overall university approach) For each candidate develop an individualised learning

18 The sort of coursework depends on 18

19 The sort of coursework depends on 19

20 The sort of coursework depends on 20

21 21 FUNDED BY: Disclaimer Support for this project has been provided by the Australian Government Office for Learning and Teaching. The views in this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

22 22 References ACOLA. (2012). Career support for researchers: Understanding needs and developing a best practice approach: Australian Council of Learned Academies. Cumming, J., & Kiley, M. (2009 ). Research Graduate Skills Project. Canberra: Australian National University. Edwards, D., Bexley, E., & Richardson, S. (2011). Regenerating the academic workforce: The careers, intentions and motivations of higher degree research students in Australia, Findings of the National Research Student Survey (NRSS). Melbourne, Australia: ACER and CSHE for DEEWR. Edwards, D., Radloff, A., & Coates, H. (2009). Supply, demand and characteristics of the Higher Degree by Research population in Australia. Melbourne: ACER.

23 23 References (cont.) Group of Eight. (2013). The changing PhD: Discussion paper. Canberra: Group of Eight. Humphrey, R., Marshall, N., & Leonardo, L. (2012). The impact of research training and research codes of practice on submission of doctoral degrees: An exploratory case study. Higher Education Quarterly, 66(1), Larkins, F. (2012 ). Australian Higher Education Policy Analysis: Gender, citizenship and discipline in Australian Higher Education Research Training. Melbourne L: L.H.Martin. Pearson, M., Cumming, J., Evans, T., Macauley, P., & Ryland, K. (2011). How shall we know them? Capturing the diversity of differences in Australian doctoral candidates and their experiences. Studies in Higher Education, 36(5),

AQF specification for the Doctoral Degree

AQF specification for the Doctoral Degree This Specification informs the design and accreditation of qualifications. The principal users of the AQF Qualification Type Specifications are the accrediting authorities in each education and training