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Doctoral Education in Educational Sciences - Current trends in historical light

Conference contribution
Authors Annika Bergviken Rensfeldt
Gun-Britt Wärvik
Maria Rubin
Published in Think-piece for the Symposium Criticism and Collegiality in the Field of Educational Sciences: The Case of Sweden in Nordic Perspectives. (S. Lindblad chair). Nordic Educational Research Association, March 4-6 2015 Gothenburg
Publication year 2015
Published at Department of Education, Communication and Learning
Department of Education and Special Education
Language en
Links www.pedag.umu.se/swera/swera-dokume...
Keywords Doctoral Education, Educational Science, Sweden
Subject categories Educational Sciences, Pedagogy, Pedagogical Work, Didactics

Abstract

In this contribution we present a recently conducted survey of Doctoral Education in Educational Science in Sweden. In the survey, the number of doctoral students and PhDs during the latest years, as well as the different disciplinary orientations and universities offering Doctoral Education in Educational Science have been elucidated. Based on a comparison of earlier and similar overviews from 1994 and 2001, some particular changes appear particularly interesting and significant. One is the increase of universities offering Doctoral Education in Educational Science, another one is the variation of disciplinary orientations, where pedagogik still is the dominating discipline. Furthermore, we also see the impact of the Licentiate PhD Degree and that new forms of disciplinary orientations, funding and employments outside Academia are affecting Doctoral Education within Educational Science. With this contribution we point to the implications of these changes, and in particular the risks of a more fragmented Doctoral Education in Educational Science. We also discuss how systematic overviews and shared discussions on quality can strengthen Doctoral Education in Educational Science, not least from doctoral student perspectives.

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