Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange

Autor/inn/en	Borrell-Damian, Lidia; Brown, Timothy; Dearing, Andrew; Font, Josep; Hagen, Stephen; Metcalfe, Janet; Smith, John
Titel	Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange
Quelle	In: Higher Education Policy, 23 (2010) 4, S.493-514 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/hep.2010.20
Schlagwörter	Private Sector; Doctoral Programs; Professional Development; Difficulty Level; Research; Educational Quality; Career Development; Stakeholders; Cooperation; Knowledge Management; Industry; School Business Relationship; Cooperative Education + Suchen Sie Ihr Suchwort? Privater Sektor; Doktorandenprogramm; Schwierigkeitsgrad; Forschung; Quality of education; Bildungsqualität; Berufsentwicklung; Co-operation; Kooperation; Wissensmanagement; Industrie; Kooperativer Unterricht
Abstract	This paper summarises the findings of the first stage of a pan-European study of collaborative doctoral training, which has examined programmes involving private sector partners. While studying for a doctorate has traditionally been seen as preparation for a job in academic teaching and research, for many candidates today (currently around 50%) this is a prelude to a wide range of careers. New programmes aim to offer the rigour of the conventional doctorate while giving more exposure to the nature of research in other sectors of the economy. Our analysis has revealed that these programmes are increasingly driven by the development of more strategic approaches to collaborative research and knowledge exchange. On the basis of the experiences reported by stakeholders, the paper suggests working practices and supporting policy measures that can address the (potentially conflicting) requirements for a high quality of education, sound research and adequate preparation for diverse career pathways. The paper also highlights the need for better data on, and more systematic tracking of, career pathways to improve confidence in the quality and suitability of all types of doctorate courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10