The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices

This is an exploratory conceptual paper regarding the ontological and epistemological premises that are present in the enrollment of Indigenous peoples in doctoral programs at higher education institutions (HEIs). The paradoxical nature of navigating through distinct points-of-view about two distinct cultural perspectives, that of the doctorate representing a culminating recognition of a professional culture based on Western tradition and the norms and values of Indigenous cultures. There are personal risks involved in undergoing an education predicated on conflicting messages paradoxes represent from prior personal and collective experience and from institutional dicta and expectations. This paper looks at how an individual brings these elements together in a transformative manner that accepts or rejects governmental preference for enhanced participation by Indigenous peoples in doctoral education programs

Self-determination theory and academic life: strategies for reclaiming pleasure and professionalism distilled from universities in Australia and Europe

Contemporary scholarship is replete with accounts and analyses of the challenges and complexities of current academic life. Much of this scholarship sounds alarm bells – even clarion calls – with regard to the sustainability and value of academics’ work. For example, Olson (2013) lamented that “Academe is often plagued by inexcusably rude and uncollegial behaviour” (p. 1) and that “This culture of incivility is becoming ubiquitous” (p. 1)

Post-graduate supervision of Indigenous students in the health-related fields

In Australia, there is a need to develop the knowledge and skills, especially in the realm of research, of Aboriginal and Indigenous Peoples to develop their knowledge base in a culturally acceptable manner to improve the health of Aboriginal and Indigenous Peoples communities. When it comes to doctoral supervision, the fact that its pedagogy is not understood is compounded by the realisation that Western academic culture does not take into account how Indigenous students are impacted on and by its approach and suppositions. This chapter explores the issues against the backdrop of Western knowledge and praxis that suggest freedom of choice within disciplinary constraints and university practice that restricts rather than promotes the capability of doctoral students to choose based on their sense of self. The literature suggests that the supervisor-supervisee relationship is critical to the process of acceptance, but the perception of what the relationship is by the academic community regarding the professional developmental process shapes and limits choices for Aboriginal and Indigenous Peoples doctoral students which, in turn, may explain the low participation and graduation rates alongside high attrition rates. A discussion of how to overcome those issues adversely impacting the recruitment and success of Aboriginal and Indigenous Peoples into doctoral students in the health-related fields

International experiences to increase employability for education doctoral students. A comparative study

The authors examine current literature and practice focusing on employability of doctoral students, discuss a case study involving Italian and U.S. students presenting research at an international graduate student research conference, and discuss how that experience may impact student learning, development, and employability after completing their doctoral degrees

A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory

In recent decades, increasing participation in science, technology, engineering and mathematics (STEM) has emerged as a globally shared policy objective in higher education. This policy objective is underpinned by a commitment to the economic framework of the knowledge economy and the belief that STEM education, knowledge and innovation are prerequisites for economic growth. This paper is concerned with doctoral scientists, who occupy a position of considerable privilege according to knowledge economy discourse: expertly knowledgeable, highly skilled and sought by elite employers. This paper assesses these policy claims against the experiences of recent doctoral scientists studying in the UK. Data from a 3-year mixed-method study are subjected to a novel, game theory informed analysis of students’ values, decision-making behaviour and career ambitions. While all doctoral scientists engage in career-oriented strategizing, the game strategies employed by students are diverse and reveal conflicted understandings of knowledge economy policy. Implications of these findings and the analytical merits of game theory are discussed