Globalization and the Internationalization of Graduate Education: A Macro and Micro View

Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful social institutions. But all graduate education systems are increasingly part of an international context in which policy-makers — at every level — are aware of and responding to developments in higher education outside their national borders. For the fi rst time, conditions exist for the emergence of a truly international system of doctoral education; this openness to innovation and expansion holds enormous potential for advancing a more effective future-oriented PhD

Searching for taboos in doctoral education. An exploratory journey

Der Beitrag bietet einen Einblick in kulturelle Differenzen in den Beziehungen zwischen Promovierenden und ihren Doktor-Eltern im Vergleich zwischen den USA und Japan. Im Zentrum steht die Frage, was in dieser Beziehung nicht thematisiert wird und nicht kommuniziert werden darf. Die Autorin benutzt die Reise-Metapher für den kulturellen Vergleich und kann auf eigene Untersuchungen zur Doktorandenausbildung und auf persönliche Erfahrungen in zwei Hochschulsystemen rekurrieren. Sie bezieht sich auf die These der britischen Anthropologin Mary Douglas, wonach Tabus einen lokalen Konsensus aufrechterhalten und mit Grenzziehungen verbunden sind, die verwundbare Beziehungen schützen. (HoF/Text übernommen

Postgraduale Qualifizierung und Studienstrukturreform Untersuchung ausgewaehlter Graduiertenkollegs in Hessen im Vergleich mit dem Promotionsstudium in den USA

UuStB Koeln(38)-940106437 / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman

What we know about the dramatic increase in PhD degrees in the reform of doctoral education worldwide: Implications for South Africa

Theories of the “knowledge economy” view knowledge, and particularly new knowledge, as a critical resource to enhance a nation’s economic growth. Governments around the world have invested in doctoral education expansion. Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. The reform elements strive for excellence, expansion, quality assurance, accountability, and international and inter-sector network building. The expansion in doctoral studies has gone hand in hand with an increased flow of international doctoral students, the wish to become a world-class university, and the adoption of more standardized structures and practices of doctoral education. This paper ends with a number of promising reform practices that may be useful for South Africa’s expanding doctoral systems, such as the introduction of postgraduate schools that help implement and initiate innovations in doctoral education on a campus with an eye to high quality

Frauenzentren an amerikanischen Hochschulen

Digitalisat der 2. erg. Aufl., 1982

Changes in Doctoral Education Worldwide

Maresi Nerad will present a synthesis of her forthcoming book, Toward a Global PhD? Forces and Forms in Doctoral Education Worldwide (University of Washington Press, April 2008), and her ongoing research on this topic. In comparing trends in 14 countries, Nerad has identified the emergence of a truly global system of doctoral education. This common model retains contribution to knowledge as central in defining the doctorate and seeks in a variety of ways to link doctoral education more closely to contemporary societal and economic needs. The commonalities emerging show that doctoral education in most countries is responsive to market demands and commoditization of doctoral degrees, and that there is a global need to confront new problems with new ways of doing research. Nerad will also discuss the development of a conceptual framework for understanding doctoral education within globalization. This presentation is part of the Ideas and Universities International Video Seminar Series. The program theme for the spring 2008 semester is "Universities as Organizations: Looking Inwards, Looking Outwards.

Frauenzentren an amerikanischen Hochschulen - eine Modeerscheinung?

IAB-96-230-5 AC 431 / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman

What we know about the dramatic increase in PhD degrees in the reform of doctoral education worldwide: Implications for South Africa

Theories of the “knowledge economy” view knowledge, and particularly new knowledge, as a critical resource to enhance a nation’s economic growth. Governments around the world have invested in doctoral education expansion. Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. The reform elements strive for excellence, expansion, quality assurance, accountability, and international and inter-sector network building. The expansion in doctoral studies has gone hand in hand with an increased flow of international doctoral students, the wish to become a world-class university, and the adoption of more standardized structures and practices of doctoral education. This paper ends with a number of promising reform practices that may be useful for South Africa’s expanding doctoral systems, such as the introduction of postgraduate schools that help implement and initiate innovations in doctoral education on a campus with an eye to high quality