The Experience of Doctoral Studies in the UK and France: Differences in Epistemology, Research Objects and Training

Autor/in	Chiang, Kuang-Hsu
Titel	The Experience of Doctoral Studies in the UK and France: Differences in Epistemology, Research Objects and Training
Quelle	In: European Journal of Education, 46 (2011) 2, S.257-270 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2011.01480.x
Schlagwörter	Student Attitudes; Doctoral Programs; Foreign Countries; Epistemology; Research Projects; Training Methods; Training Objectives; Comparative Analysis; Comparative Education; Student Experience; Questionnaires; Chemistry; Business Administration Education; Economics Education; Research Administration; France; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Doktorandenprogramm; Ausland; Erkenntnistheorie; Forschungsvorhaben; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Vergleichende Erziehungswissenschaft; Studienerfahrung; Fragebogen; Chemie; Wirtschaftskunde; Forschungsadministration; Frankreich; Großbritannien
Abstract	This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10