Doctoral Research in Education: A Comparative Study on Indian And International Trends

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Autor/inn/en	Kundu, Arnab; Kaibarta, Mrityunjoy; Mukherjee, Subhadip
Titel	Doctoral Research in Education: A Comparative Study on Indian And International Trends
Quelle	In: International Journal of Comparative Education and Development, 24 (2022) 3-4, S.206-227 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kundu, Arnab)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2396-7404
DOI	10.1108/IJCED-08-2022-0057
Schlagwörter	Doctoral Programs; Reputation; Institutional Characteristics; Educational Quality; Universities; Guidelines; Trend Analysis; Indians; International Education; Interdisciplinary Approach; Research Methodology; Theory Practice Relationship; Innovation; Standards; Doctoral Students; Foreign Countries; Comparative Education; Doctoral Dissertations + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Quality of education; Bildungsqualität; University; Universität; Richtlinien; Trendanalyse; Inder; Internationale Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Research method; Forschungsmethode; Theorie-Praxis-Beziehung; Standard; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Ausland; Vergleichende Erziehungswissenschaft; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift
Abstract	Purpose: It is unfortunate yet true that in India, research starts and ends with a Ph.D. The steady decline in the quality of doctoral research has been an articulated concern among Indian academics at a time when research and innovation should be a priority. One of the feasible ways of resurrecting or reconstructing Indian research is to open up to examine contemporary international trends. Against this backdrop, the study aimed to make a comparative analysis of doctoral research in education in top-ranking international and top-ranking Indian universities. Design/methodology/approach: Adopting a comparative education methodology, this paper examines 100 doctoral dissertations from the top 10 international universities as per Quacquarelli Symonds (QS) ranking and 100 doctoral theses from the top 10 Indian universities following National Institutional Ranking Framework (NIRF) submitted in the past decade. Four significant issues were investigated during the comparison--topic, procedure, presentation, and dissemination--based on the premeditated Research Quality Relevance Metrics (RQRM) designed by the authors for quality improvement of research. Findings: Findings revealed stark differences between two trends in all four domains. The top international universities focus on the contemporariness scattered across diverse issues while Indian studies continue to engage on a few archetypal conventional issues with dreary reiterations. The newness of thought is rare in Indian research, while the interdisciplinary mixing of methods and practices had been the hallmark of its international comportment. Practice orientation has been a unique research attribute found in the top 10 international universities. The methods applied have attempted to reduce the age-old gap between educational research and practice. Methodological innovativeness, structural orientation, readability, and dissemination of research were also exemplary in those international theses, whereas Indian theses are still reeling under orthodox surveys with hesitant reporting. Research limitations/implications: This study put an exclusive mirror in front of Indian doctoral research on its current state in respect of international standards. At the same time, it upholds a framework to promote research quality and impact. Dimensions of research quality relevance matrices and recommendations for effective doctoral research are two vibrant contributions to the intelligentsia in general for bringing Indian research out of its cocoon to make it internationally comparable. Originality/value: It reports a study conducted by the researchers and the write-up is based on the empirical findings only. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01