The knowledge economy and higher degree research training
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.
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|Item Type:||Conference Paper|
|Keywords:||higher education policy, higher degree research training, postgraduate students, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 AARE|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||04 Jul 2005 00:00|
|Last Modified:||09 Jun 2010 12:26|
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