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Table Of Contents

1. Introduction
2. The University
2.1. Short History of the University, a European Institution
2.1.1. The middle ages: the birth of the university
2.1.2. Transition from middle ages to Renaissance In the colonies
2.1.3. University in crisis
2.2. National Culture and Nationalism
2.3. Control and function
2.4. The nineteenth century onwards
2.5. The American model
2.5.1. Professional education
2.6. Financing higher education
2.7. American Universities after the first World War
2.8. American Universities after the second World War
2.9. Three university models? The US, the UK and Europe
2.9.1. The US
2.10. History of the University: brief reflection
3. The PhD
3.1. State of the art: Literature on the PhD
3.2. Genealogy of the PhD
3.3. The PhD in the Social Sciences
3.4. Roberts Report, funding and conceptions of the doctorate in
3.5. The Bologna Process, change in Europe and the Lisbon
The future of the PhD
4. Methodological reflections
4.1. Autobiographical account and reflexivity: the author’s
4.2. How the doctoral research project came to be
4.3. The doctoral research project and its context
4.4. Research Process
4.5. Access to the cohort and privileged access
4.6. Qualitative methodologies
4.6.1. In-depth interviews Power Relations
4.7. Qualitative methodology: Ethnography and Identity
4.8. Participant observation and ‘participant observer’ –
methodological duet
4.9. Ethical Aspects of the research
5. Supervisors’Views
5.2. Voicing the past. Voicing change
5.2.1. Loss
5.2.2. Intellectual journey
5.3. Views on the PhD programme
5.3.1. Scope and originality
5.3.3. Training requirements. Structured programme
5.5.2. PhD students at Blueskies University
6. Students’Views
6.2. Why choose Blueskies University?
6.3. Why do a PhD?
6.3.1. PhD as ‘natural choice’ and as product of serendipity
6.3.2. PhD as a passport into academia
6.3.3. PhD as personal validation
6.4.1. Prior to starting the PhD
6.4.2. As PhD students/graduates
6.5. What do you expect from your supervisor?
6.6. What do you think of your PhD programme?
6.7. What advice would you give to prospective students?
7. Post-scriptum to chapters 5 and 6
Reflections on Supervisors’and Students’Voices
7.2. Change
7.3. Why do a PhD?
7.4. Which students do a PhD at Blueskies University?
7.4.1. Students Selection and privilege
7.5. Completion deadline
7.5.1. Intellectual journey
8.3. Changes to doctoral degrees
8.4. PhD and employment
8.5. State of Play
8.6. The PhD: intrinsic value or extrinsic value?
8.6.1. Topic and scope
8.7. Conclusion: PhD and original contribution to knowledge
9. PhD: an original contribution to knowledge?
9.1. Is the University turning its back on the University?
9.2. Knowledge and the University
9.2.1. Knowledge and meta-narratives
9.2.2. Knowledge production: the individual and the collective models
9.2.3. Knowledge production and the techno-economy
10. Conclusion
10.2. The University
10.3. The PhD
10.3.1. Doctoral programmes in context
10.4. Methodological reflections
10.5. Supervisors’ views
10.6. Students’ views
10.7. Reflections on Supervisors’ and Students’ Views
10.8. PhD: what value?
10.9. PhD: an original contribution to knowledge?
10.10. Final reflections on the thesis and its theoretical
10.10.1. Main findings
10.10.2. Theoretical location and theoretical contributions
10.10.3. Professionalism
10.10.4. Clarifying the process/product dichotomy
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Change and Perception of Change in the PhD

Change and Perception of Change in the PhD

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Published by Jennifer_

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Published by: Jennifer_ on Jul 02, 2013
Copyright:Attribution Non-commercial


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