Playing the PhD game with integrity : connecting research, professional practice and educational context

• 作者： Bowden, John A., author.
• 其他作者：
  • Green, Pamela J., author.
  • SpringerLink (Online service)
• 其他題名：
  • Understanding teaching-learning practice.
• 出版： Singapore : Springer Singapore :Imprint: Springer
• 叢書名： Understanding teaching-learning practice,
• 主題： Universities and colleges--Graduate work. , Doctoral students. , Higher Education. , Learning & Instruction. , Educational Policy and Politics.
• ISBN： 9789811369902 (electronic bk.) 、 9789811369896 (paper)
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: 1 'Playing the PhD game' with integrity: An overview -- 2 The moral compass framework (MCE) for resolution of wicked problems in doctoral education -- 3 Moral development within the doctoral system -- 4 Connected moral capability: The missing link in doctoral education -- 5 Completion mindsets and contexts in doctoral education: Pursuing efficiency and quality with integrity -- 6 Integrity principles for the conduct of research -- 7 Decision-making with integrity in doctoral research practice -- 8 Writing with integrity -- 9 Creative team authorship: Sequential and cascading mutual catalysis -- 10 Establishing integrity in doctoral research training -- 11 Learning to use 'negotiated sense' on wicked problems beyond the PhD.
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• 摘要註: This book focuses on integrity throughout the PhD journey and beyond, and is organised around two main themes: (1) integrity in relation to the capabilities developed by doctoral candidates for professional practice; and (2) integrity and coherence at the PhD system level. The working methods of key participants such as PhD candidates, supervisors, university managers, government agencies and politicians are central to achieving integrity goals within PhD programmes. In this context, a number of constructs are developed that inform the practice-based elements of the book in relation to conducting doctoral research, research supervision, academic writing, and research training support systems; in particular, these include our Moral Compass Framework for professional integrity, notions of collective morality, decision-making when faced with 'wicked' problems, connected moral capability and our double-helix model of capability development, negotiated sense in contrast with common sense, completion mindsets and contexts, mindfulness, liminality, and mutual catalysis in joint authorship. While the data the book employs stems from practice-led research within the Australian doctoral system, the conclusions drawn are of global relevance. Throughout the book, wherever appropriate, comparisons are made between the Australian context and other contexts, such as the doctoral systems of the United Kingdom, Europe and the United States.
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