Joint Doctoral Supervision across Countries: Changes, Challenges and Considerations

Abstract

Many universities international activities have increased enormously in volume, scope, and complexity in recent years (Altbach & Knight, 2007; Altbach, 2015) with education providers seeking more innovative ways to provide education across boundaries. Joint doctoral degrees are one example of such an initiative, focusing on international collaboration between institutions. Joint doctorates can provide richer and more rewarding learning experiences for PhD students, supervisors and collaborating institutions. However, all the parties involved also need to be aware of the potential challenges and considerations that underpin effective outcomes, as well as the key differences between joint degree doctorates and doctorates with more traditional approaches. It has been pointed out that the literature on joint degree programmes is ‘thin’ providing limited information for institutional leaders (and other parties involved in their setting up and conduct) who may be contemplating joint degree initiatives (Michael & Balraj, 2003). This chapter draws on a unique case study of a joint doctoral programme that operates across continents and academic cultures to illustrate the challenges and considerations that should be borne in mind prior to entering into joint doctoral arrangements. Various ways in which the associated challenges may be overcome are also suggested in order to support effective outcomes for all the parties involved.

Citation

van den Hoven, E. and Connell, J. (2016), "Joint Doctoral Supervision across Countries: Changes, Challenges and Considerations", Emerging Directions in Doctoral Education (Innovations in Higher Education Teaching and Learning, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 259-280. https://doi.org/10.1108/S2055-364120160000006021