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Doctoral Training for Uncertainty : The E xperience of Hong Kong

Doctoral Training for Uncertainty : The E xperience of Hong Kong. Jisun Jung Faculty of Education, The University of Hong Kong. Technology, Management and Policy Graduate Consortium 2014 Meeting Lisbon, Instituto Superior Tecnico , June 23-­‐25. Background: Doctoral Education.

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Doctoral Training for Uncertainty : The E xperience of Hong Kong

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  1. Doctoral Training for Uncertainty: The Experience of Hong Kong Jisun Jung Faculty of Education, The University of Hong Kong Technology, Management and Policy Graduate Consortium 2014 Meeting Lisbon, Instituto Superior Tecnico, June 23-­‐25

  2. Background: Doctoral Education • The most specialized and knowledge-intensive form of education • Socially: Fostering socially-robust knowledge and supplying talented people • Individually: Professionalization and socialization as researchers However, “Current doctoral education is the worst designed education level among the existed programs” (Derek Bok, 2013)

  3. Issues arisen from Doctoral Education • Too narrow and specialized • Too much focus on theory, not practical issues • Not multi-disciplinary • Not providing broad skills to be acquired by the students • Not allowing collaborative work • Separates itself off from industry • High drop-out rate Source: Usher, R. (2002) A Diversity of doctorates: fitness for the knowledge economy. Higher Education Research and Development, 21(2): 143-53.

  4. Reality: Yet for over a decade there has been evidence in a number of Organisation for Economic Cooperation and Development (OECD) countries that there are increasing numbers of students undertaking a doctorate and that larger proportions of doctoral graduates are taking up nonacademic employment.(Neumann & Tan, 2011) The jobs doctorate graduates do Illusion: Within universities there is often still an implicit assumption that the doctorate is preparation for an academic career. Is it right direction to train someone to do research who is not going into professional research? Is research training in traditional way adapted to novel modes of knowledge production and in dealing with uncertainty?

  5. A case: Doctoral training in Education

  6. A case: Uncertainty in Education • Student: Demographic, behavioral and cognitive responses • Classroom, Instructional content: “unpredictability” of classroom life • Institution: management, leadership • Assessment: no test is perfectly reliable and valid • Environment • Educational study should be contextualized. • More adaptable, not-normative • Requires multi-methods approach mixing qualitative and quantitative methods – often these methods alone are not enough to understand the problem

  7. Challenges • ……Has not been changed. • Requirements • Research themes • Research methodology • Still very disciplinary focused (compartimentalized) • Why? • Lack of programs and academics with practice and field of experiences • Ideas, value, and culture: Against to alternative training methods • How to change this situation? • Development of alternative ways of curriculum and assessment • Engagement of professions from outside university, including participatory risk governance

  8. Thank you ! (jisun@hku.hk)

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