Subject Index
Emerging Directions in Doctoral Education
ISBN: 978-1-78560-135-4, eISBN: 978-1-78560-134-7
ISSN: 2055-3641
Publication date: 30 March 2016
This content is currently only available as a PDF
Citation
(2016), "Subject Index", Emerging Directions in Doctoral Education (Innovations in Higher Education Teaching and Learning, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 321-327. https://doi.org/10.1108/S2055-364120160000006031
Publisher
:Emerald Group Publishing Limited
Copyright © 2016 Emerald Group Publishing Limited
INDEX
Academia
, 4, 8, 12, 13, 31, 47, 131, 135, 151, 152, 172, 251, 256
Academic autonomy
, 94
Academic career
, 7, 41, 63, 81, 153, 249
Academic cultures
, 17, 94, 226, 233
Academic identity
, 41, 100, 102
Academic leadership
, 41, 42, 43, 46, 52, 136, 284, 298
Administrators
, 4, 7, 8, 42, 46, 47, 51, 203, 245, 255, 257, 263, 298
Adult learning theory
, 203
Advising as pedagogy
, 16
AHA (American Historical Association)
, 245, 251, 254
American Indian and Alaska Natives (AI/AN)
, 14, 15, 129–144
Assessment
, 9, 16, 115, 117, 118, 120, 137, 140, 154, 179, 181, 185, 190, 198–200, 227, 231, 249–252, 254, 255, 257, 270, 289, 290, 291, 292, 295, 296
Assimilationist
, 132, 133
Attrition
, 100, 130, 208, 209, 219, 226, 251
Australia
, 4, 22, 23, 25, 27, 32, 33, 208, 209, 219, 260, 262, 268
Australian
, 13, 16, 23, 26, 27, 29, 35, 208, 220, 221, 268, 277
Australian Qualifications Framework (AQF)
, 23, 208, 214
Autoethnography
, 67, 71, 72, 73–74
Autonomy
, 16, 154, 210, 211, 212, 213–214, 216, 217, 218, 219, 220, 229, 232, 233
Binational cooperation
, 157
Blended delivery
, 23
Bologna process
, 262
Breach
, 13, 65, 66, 68, 69, 75, 83
Canadian
, 286, 297
Capstone
, 15, 16, 34, 44, 49, 50, 52–55, 172, 173, 175, 176, 194, 249, 250, 296
Carnegie Foundation for the Advancement of Teaching
, 246
Carnegie Project on the Education Doctorate (CPED)
, 8, 172, 174
Certificate program
, 42, 292
Cohort
, 16, 22, 23, 27, 30, 31, 32, 34, 35, 48, 54, 120, 126, 136, 137
Collaboration
, 9, 12, 14, 22, 23, 25, 32, 33, 34, 43–44, 52, 54, 55, 62, 66, 95, 96, 116, 125, 137, 160, 167, 174, 175, 195, 197, 218, 231, 260, 263, 264, 267, 275, 276, 277, 278
Collaborative program planning and development
, 179
Collaborative teaching and learning
, 196
Commencement of Candidature
, 217
Communication
, 23, 34, 42, 43, 47, 53, 54, 95, 174, 177, 185, 195, 217, 273, 274, 275, 277, 292
Community
, 5, 7, 8, 11, 16, 22, 24, 41, 93, 100, 105, 121, 133, 134, 136, 137, 138, 139, 140, 142–143, 164, 173, 175, 178, 180, 181, 183, 185, 186, 190, 191, 197, 200, 208, 212, 215, 216, 217, 218, 220, 221, 229, 234, 244, 257, 285, 287
Community of practice
, 10, 11, 12, 178, 287
Competence
, 16, 53, 174, 210, 211, 212, 213, 214–216, 217, 218, 219, 220
Completion
, 8, 17, 33, 63, 69, 151, 152, 160, 183, 207–221, 226, 234, 241, 254, 291, 292, 294, 295, 296
Compromise
, 55
Conflict
, 53, 55, 137, 177, 178, 203, 229, 231, 233, 238, 239, 253
Construction of meaning
, 177
Constructive conflict
, 177
Coursework
, 6, 11, 48, 158, 159–161, 162, 172, 177, 178, 180, 185, 195, 198, 199, 208, 209, 213, 214, 215, 217, 218, 219, 220, 244, 245, 247, 248, 249, 263
Criteria
, 94, 96, 106, 107, 136, 140, 143, 183, 198, 215, 250, 284, 290, 295
Critical friends
, 174
Critical pedagogy
, 15, 136, 139, 140, 141, 144
Cross-disciplinary
, 14, 35, 101, 102, 105, 115, 125, 297
Cultural sensitivity
Culture
, 11, 17, 25, 35, 45, 47, 48, 51, 93, 94, 105, 117, 130, 132, 135, 139, 140, 141, 149–167, 197, 199, 226, 227, 229, 230, 231, 232, 233, 236–237, 238–240, 261, 264, 275, 277, 286, 289, 295, 296
Curriculum
, 16, 44, 112, 113, 115, 116, 117, 118, 120, 122, 123, 126, 131, 136, 137, 138–141, 185, 190, 191, 194–197, 199, 226, 227, 231, 232, 234, 235, 236, 237, 240, 250, 262, 283, 289
Degree awarding
, 15, 93
Degree capstones
, 172
Disciplinary boundaries
, 14, 93, 101, 106, 118, 125
Disciplines
, 4, 5, 6, 8, 10, 22, 27, 29, 30, 34, 40, 42, 46, 48, 49, 50, 54, 55, 66, 67, 92, 94, 95, 96, 97, 98, 100, 101, 103, 107, 117, 118, 124, 151, 156, 173, 246, 248, 250, 251, 265, 297, 298
Discourse
, 14, 24, 93, 94, 96, 97, 98, 100, 107, 116, 117, 118, 144, 192
Dissertation in practice (DiP)
, 15, 172, 173, 174, 175, 176, 179, 180, 181, 182, 186
Distance education
, 101, 122
Diversity
, 6–7, 10, 48, 50, 53, 62, 64, 106, 114, 179, 203, 249
Doctor of Business Administration (DBA)
, 6, 16, 64, 208, 213–218, 221
Doctoral advisor
, 40, 198
Doctoral candidates
, 9, 11, 30, 62, 92, 106, 117, 151, 152, 157, 158, 159, 165, 175, 220, 254, 255
Doctoral program
, 4, 5, 6–7, 8, 9, 10, 11, 12, 13, 14, 17, 18, 22, 25, 32, 35, 40, 41, 112, 116, 124, 125, 131, 136, 140, 142, 143, 144, 172, 179, 186, 189–203, 208, 212, 213, 220, 221, 223, 226, 227, 229, 230, 231, 232, 233, 234, 237, 239, 240, 241, 244, 250, 251, 265, 269
Doctoral relationship
, 63, 67, 68, 70, 75
Doctoral supervision
, 14, 61, 62, 64, 65, 74, 76, 83–87, 91–107, 159, 259–279
Doctoral Training Centers (DTCs)
, 26, 33
Doctoral training
, 4, 7, 13, 15, 22, 24, 26, 33, 34, 150–154, 155, 161, 167, 208
Dual or double doctoral degree
, 263, 278
Educational technology
, 14, 91–107, 115, 116, 117, 118, 122, 123, 126, 191
Emergent research
, 93
Engineering
, 26, 34, 47, 66, 262, 271
Ethics
, 11, 14, 50, 125, 126, 160, 161
Europe
, 26, 154, 167, 261, 262
Evolving
, 5, 66, 69, 72, 97, 118, 121, 215
Examination
, 15, 56, 100, 152, 155, 158, 161–165, 166, 179, 185, 199, 235, 247, 268, 285, 296
Expectations
, 5, 13, 27, 44, 62, 63, 64, 65, 66, 68, 69, 70, 71, 73, 74, 75, 76, 80–81, 84, 144, 179, 203, 217, 235, 249, 262, 267, 274, 285, 286, 288, 294, 295, 296, 297
Experiential learning
, 50, 51, 52, 234
Face-to-face
, 64, 71, 99, 193, 194, 195, 232, 234, 236, 261, 272, 275, 285
Faculty collaboration
, 263
Faculty mentors
, 4, 121, 179, 181, 186
Faculty
, 47, 115–116, 141–142, 180, 196, 197, 198, 203, 231–232, 236–237, 254, 291
Faculty-student partnership
, 197
Feedback
, 64, 68, 69, 70, 71, 72, 73, 74, 75, 76, 124, 139, 190, 197, 202, 211, 213, 214, 215, 216, 217, 218, 219, 220, 254, 270, 289, 291, 294, 295
Financial
, 50, 63, 137, 138, 143, 155, 159, 181, 203, 209, 275
Foundations
, 115, 116, 117, 122, 123, 132
Fusion
, 98, 106
Germany
, 4, 150, 151, 152, 154, 157, 161, 164, 165, 276, 277
Global capacity building
, 260, 264, 266
Goals
, 15, 18, 26, 40, 42, 45, 47, 49, 50, 74, 103, 117, 172, 179, 194, 198, 209, 217, 218, 221, 231, 238, 250, 251, 262, 285, 288, 289, 291–292, 298
Golde, Chris
, 246
Governance
, 40, 44, 45, 50, 53, 54, 56, 232
Graduate student supervision (GSS)
, 281–298
Group Dynamics
, 54
Higher education
, 25, 33, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50–51, 52, 53, 55, 56, 62, 63–64, 66, 75, 76, 94, 114, 118, 121, 151, 181, 190, 192, 229–233, 261, 262, 283, 287, 288
Higher education context
, 45, 63–64, 75, 230, 288
Higher Education reform
, 227
High-leverage problem of practice
, 172, 181, 182
Historical oppression
, 132
Humanities
, 25, 42, 48, 164, 236, 244, 245, 246, 247, 248, 250, 251, 252, 253, 255
Implicit
, 11, 13, 62, 64, 65, 69, 75, 84
Indigenous ceremonies
, 134
Indigenous education
, 15, 142, 144
Indigenous pedagogy
, 141
Indigenous research
, 136, 140
Industry
, 22, 26, 27, 30, 31, 32, 33, 34, 35, 44, 49, 151, 228, 256, 261
Innovation
, 13, 23, 24, 25–27, 31, 35, 229
Institutional leadership
, 281–298
Interaction design
, 271
Interdisciplinary research
, 96, 101, 102, 104, 105
Interdisciplinary
, 33, 42, 50, 53, 54–55, 92, 94, 95, 101, 102, 103, 104, 105, 106, 112, 116, 117, 119, 122, 172, 177, 189–203
International research collaboration
, 276
Internationalisation
, 155, 160, 262
iPrep
, 33
Joint degrees
, 261, 262, 264, 266–268, 278
Joint doctoral degree
, 263, 264, 266, 267, 269, 271–274, 276, 279
Joint doctorates
, 260, 261, 263–266
Key performance indicators
, 33, 34
Knowledge structures
, 94, 176
Law
, 28, 29, 137, 159, 250
Leaderful practice
, 44
Leadership Development
, 39–56, 297
Leadership theories
, 43, 44, 45, 47, 237
Leadership
, 5, 8, 9, 13–15, 22, 40–45, 46, 49–55, 129–144, 175, 203, 233–240, 282–284, 290–297
Learning community
, 136, 138, 142–143, 175, 178, 180, 185, 186, 197, 234
Legal
, 9, 47, 50, 53, 155, 159
Local rules
, 163
Managerialism
, 63
Marketing
, 34, 143
Mathematics
, 159, 246, 271
Medicine
, 26, 28, 29, 134
Mental models
, 176–178, 186
Mentoring
, 47, 49, 50, 51–52, 113, 120–121, 124, 137, 178, 198, 282, 289, 290
Mentorship; pathways to the PhD
, 48, 121, 126, 283
Methodological pluralism
, 98
Midwifery
, 28, 29, 30
Mixed methods
, 62, 66, 75, 105, 118, 119, 126, 200, 214
MLA (Modern Language Association)
, 245, 251, 254
Motivation
, 7, 16, 46, 123, 208, 209, 210, 211, 212, 213, 217, 219, 220, 221, 265, 274, 295
Multidisciplinary
, 26, 34, 282
Native leadership
, 129–144
Native people
, 139
The Netherlands
, 262, 267, 268
New Public Management
, 63
Non-Academic Career
, 219
Nursing
, 29, 30, 173
Obligations
, 62, 64, 65, 66, 70, 71, 73, 74, 75, 81–83
Organizational cultures
, 11, 45
Organizational skills
, 54
Organizational structure
, 45, 50, 53
Pedagogy
, 33–35, 117, 131, 140, 246, 247, 248, 252, 254, 255, 284–285, 286, 289
Peer support
, 212, 221
Performativity
, 75
PhD
, 23, 151–152
PhD curriculum development
, 138–141
PhD curriculum in Adult Learning and Development
, 190, 191–192, 194, 195, 199
PhD learning community
, 142–143
PhD students
, 33, 67, 70, 71, 74, 80–81, 158, 160, 250, 251, 261, 263, 264, 266, 267, 268, 269, 270, 271, 272, 273, 274, 275–276, 277, 278
Policy
, 47, 71, 75, 100, 105, 117, 118, 123, 126, 157, 268, 294
Portfolio
, 46, 250, 251, 252–257
Postdisciplinary
, 97
Practice
, 10, 15, 45, 92–93, 140, 172–180
Practitioner-focused dissertation research
, 198
Pre-doctoral Leadership Development Institute
, 39–56
Problem of practice
, 172, 173, 175, 176, 179, 181, 182, 183, 185
Problem-oriented knowledge
, 94
Professional Development
, 23, 40, 191, 235, 245, 252, 282, 287–288, 289, 290, 291, 296, 298
Professional doctorate, 28, 29, 36n6
, 64, 172, 173, 175, 180, 186, 207–221, 227, 264
Professionalization training
, 22
Program planning and assessment
, 190–191, 198–200
Programmatic
, 118
Progress review
, 73, 217
Promotion and tenure
, 227, 284, 285, 288, 289, 290
Psychological contract
, 61–76, 81–87
Qualifying exam
, 195, 198, 199, 243–257
Qualitative research
, 30, 75, 119, 200
Reciprocal interdependence
, 97
Reciprocal promises
, 62, 83
Reflection
, 43, 48, 72, 113, 116, 118, 125, 140, 177, 196, 197, 233, 238–240, 250, 254, 257, 285
Relational dialogue
, 94, 107
Relationship
, 24, 33, 43, 61–76, 83–87, 136, 137–138, 140, 141, 144, 151, 177, 195, 211, 212, 215, 217, 218, 221, 254, 266, 271, 277, 279, 285
Research capacity
, 92
Research intensive university
, 281–298
Research supervisors
, 261
Researchers
, 93, 96, 99, 101, 102, 103, 106, 107, 111–126, 132, 139, 140, 152, 177, 211, 216, 218, 220
Role-playing
, 50, 51
Rutgers University
, 39–56
Scaffold
, 34, 197, 248
Scholarship of Graduate Student Supervision
, 281–298
Scholarship
, 22, 32, 43, 46, 66, 116, 118–119, 248, 253, 267, 268, 287, 295, 298
Science
, 24, 25, 26, 42, 101, 176
Self-assessment
, 214, 289
Self-Determination Theory
, 207–221
Self-efficacy
, 211, 215, 254
Shared discourses
, 93, 100, 107
Shared mental models
, 176–178, 186
Shulman, Lee
, 173, 247, 252
Signature Pedagogy
, 246, 247, 248, 252, 255, 285
Social justice
, 125, 131, 139, 192
Social Relatedness
, 210, 211–212, 213, 216, 217–218, 219, 220
Social/pastoral support
, 85
Socialization
, 100, 197, 212
Sovereign nations
, 133, 135
Specialization
, 117, 118, 190, 191, 194, 229, 230, 247
Stakeholders
, 42, 44, 45, 46–48, 51, 53, 182, 184, 229, 278
STEM
, 25, 265, 271
Strategic
, 18, 229, 282, 287, 296, 298
Structured programmes
, 152, 157
Student experience
, 41, 62, 219, 220, 282
Supervision
, 61, 62, 64, 69, 72, 102, 151, 152, 158, 159–161, 162, 214, 216, 218, 220, 259–279, 286
Supervisor
, 62, 63–64, 65–74, 75, 81–83, 84, 86, 87, 92, 99, 100, 101–102, 105, 151, 155, 158, 159, 160, 162, 164, 166, 209, 213, 217, 218, 221, 261, 264, 265, 268, 269, 270, 272, 273, 274, 275, 276, 285, 286, 289
Syllabus
, 253, 254
Synthesis
, 96, 116, 118, 119, 120, 125, 126, 246, 292
Teacher educators
, 117, 118
Technical support
, 64, 70, 85, 275
Technology
, 24, 26, 32, 91–107, 115, 116, 117, 118, 122, 123, 126, 191, 196, 203, 234, 251, 262, 272, 289, 297
Theoretical continuity
, 92
Theoretical knowledge
, 49, 51, 94, 271
Theory
, 31, 33, 47, 48, 49, 52, 100, 102, 104, 105, 106, 111–126, 172, 192, 195, 196, 199, 203, 207–221, 235, 236
Threshold concepts
, 94
Traditional leadership
, 45
Training
, 22, 23, 31, 32, 34, 35, 39–56, 66, 71, 75, 106, 152, 154, 159, 192, 246, 251, 254, 264
Transdisciplinary
, 14, 103, 271
Transnational programmes
, 149
Tribal relations
, 138, 144
Unique
, 40, 42, 45, 52, 66, 114–122, 125–126, 135, 136, 172, 195
United Kingdom
, 26, 62, 151, 152, 161, 209
United States
, 26, 41, 99, 130, 131, 132, 133, 135, 144, 151, 192, 193, 199, 212, 244, 247, 251, 252, 257, 261, 277
University collaboration
, 264, 267
University mission
, 50, 53, 283
- Emerging Directions in Doctoral Education
- Innovations in Higher Education Teaching and Learning
- Emerging Directions in Doctoral Education
- Copyright Page
- List of Contributors
- Foreword
- Series Editor’s Introduction
- Part I: Concepts and Principles
- Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education
- Doctoral Education for the Future: Through the Looking Glass
- Scholar-in-Training; Leader-in-Training: The Rutgers University PreDoctoral Leadership Development Institute
- Managing the Psychological Contract within Doctoral Supervisory Relationships
- Part II: Successful Practices
- Disciplinarity Issues in Educational Technology Doctoral Supervision
- Living Theory in Action: Preparing a New Generation of Educational Researchers
- Creating a Decolonized Alliance: American Indian and Alaska Native Doctoral Leadership Program
- Collision and Coalescence – German and British Cultures in Doctoral Education
- Client-Based Dissertations in Practice
- Learning like Adults: A Hybrid Interdisciplinary Doctoral Program for Mid-Career Professionals
- Applying Self-Determination Theory to Improve Completion Rates in a Part-time Professional Doctorate Program
- Differentiation and Integration: Managing the Paradox in Doctoral Education
- Qualified … for What? The Potential for Qualifying Exams to Become Meaningful Professional Milestones
- Joint Doctoral Supervision across Countries: Changes, Challenges and Considerations
- Developing Institutional Leadership for the Scholarship of Graduate Student Supervision: Lessons Learned in a Canadian Research-Intensive University
- About the Authors
- Author Index
- Subject Index