Abstract
In many higher education contexts, doctoral research is undergoing reform in response to changing government policy and research higher degree funding. Peak bodies have called for greater flexibility and broader skill development to align the PhD with the realities of post-doctoral career trajectories and modern societal needs. In an attempt to address this remit, universities have sought to utilise frameworks and technology to facilitate PhD progression and timely completion. One such framework is the UK’s Vitae Researcher Development Framework (2010).
At our University (Flinders University), this framework has been used as the basis for an online tool with broad learning objectives, learning plans and coursework offerings. This centralised management framework is a typical example of the many varieties around the world that are each designed to increase accountability by tracking student progress and managing supervisory habits.
In the Prideaux Centre, we seek to support students to develop health professions education research skills. Simultaneously, we seek to more broadly build our students’ capacity by, for example, helping them to build a national and international professional network, supporting them to attend conferences and become involved in communities of practice. The recent implementation of a centralised online system for monitoring and supporting doctoral progress is, therefore, welcomed because it aligns with the intended outcomes for Prideaux Centre doctoral students.
At our University (Flinders University), this framework has been used as the basis for an online tool with broad learning objectives, learning plans and coursework offerings. This centralised management framework is a typical example of the many varieties around the world that are each designed to increase accountability by tracking student progress and managing supervisory habits.
In the Prideaux Centre, we seek to support students to develop health professions education research skills. Simultaneously, we seek to more broadly build our students’ capacity by, for example, helping them to build a national and international professional network, supporting them to attend conferences and become involved in communities of practice. The recent implementation of a centralised online system for monitoring and supporting doctoral progress is, therefore, welcomed because it aligns with the intended outcomes for Prideaux Centre doctoral students.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2018 |
| Event | Rogano Meeting, 2018 - Basel, Switzerland Duration: 23 Aug 2018 → 24 Aug 2018 |
Conference
| Conference | Rogano Meeting, 2018 |
|---|---|
| Country/Territory | Switzerland |
| City | Basel |
| Period | 23/08/18 → 24/08/18 |
| Other | The idea for the first ‘Rogano’ meeting was born in 2010 when Tim Dornan, Cees van der Vleuten and Jeroen van Merrenboer (Maastricht University) discussed how to continue and build on the international relationships with other universities. At that year’s AMEE conference in Glasgow a table was booked at Glasgow’s famous Rogano restaurant with colleagues from the UK, the Netherlands, Sweden, Denmark, Finland and Canada to discuss the possibility of organising an international collaboration between medical education research groups. The idea of having a meeting together linked to the AMEE conference came forward, and the first Rogano Meeting was organised by the Maastricht team in Vienna in 2011. The focus of the meeting is to promote the development of PhD students and postdoctoral researchers within a climate of high-level, international, scholarly debate. |