Knowledge Economy and Higher Degree Research Training.

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Author(s)
Singh, Parlo
Knight, John
Griffith University Author(s)
Year published
2002
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This paper examines three factors driving Australian universities generally, and Faculties of
Education specifically, to develop explicit higher degree research (HDR) training curricula.
These three factors are (1) the imperatives of the knowledge or informational economy, (2)
national policies based on progress and performance measures and (3) accountability to
knowledge users/consumers.
A case study of how one institution responded to these demands in terms of an explicit,
structured HDR training program is explored. Specifically the paper examines the design of
the HDR curriculum, its enactment and outcomes. It is argued ...
View more >This paper examines three factors driving Australian universities generally, and Faculties of Education specifically, to develop explicit higher degree research (HDR) training curricula. These three factors are (1) the imperatives of the knowledge or informational economy, (2) national policies based on progress and performance measures and (3) accountability to knowledge users/consumers. A case study of how one institution responded to these demands in terms of an explicit, structured HDR training program is explored. Specifically the paper examines the design of the HDR curriculum, its enactment and outcomes. It is argued that research supervision should be regarded as one of the most complex and advanced forms of teaching, and one that requires urgent attention.
View less >
View more >This paper examines three factors driving Australian universities generally, and Faculties of Education specifically, to develop explicit higher degree research (HDR) training curricula. These three factors are (1) the imperatives of the knowledge or informational economy, (2) national policies based on progress and performance measures and (3) accountability to knowledge users/consumers. A case study of how one institution responded to these demands in terms of an explicit, structured HDR training program is explored. Specifically the paper examines the design of the HDR curriculum, its enactment and outcomes. It is argued that research supervision should be regarded as one of the most complex and advanced forms of teaching, and one that requires urgent attention.
View less >
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Copyright Statement
© The Author(s) 2002. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.
Subject
PRE2009-Sociology of Education