|
Title
|
|
|
|
D2.1 – The DIOSI Model for Doctoral Learning: A holistic approach
| |
|
Author
|
|
|
|
| |
|
Abstract
|
|
|
|
| In this policy paper, a holistic approach to doctoral learning in terms of research, self-development and training formats is argued for. Based on findings from the literature and expert interviews, four main arguments are made. Firstly, pressures on the doctoral process risk lowering the quality of doctorates. Therefore, the DIOSI model emphasises the learning outcomes to be acquired and synthesises these components into a comprehensible and manageable guided process. The DIOSI model emphasizes creativity and critical thinking as essential to building innovation in doctorates, and promotes open science practices as part of the new normal. Secondly, the development of the doctoral candidate is placed centrally, following Mowbray & Halse’s (2010) conceptualisation of doctoral learning within Aristoteles’ Virtue theory. This framing emphasises the development of virtuous persons contributing to society, rather than an instrumental focus on the production of skilled doctorate holders. Thirdly, career guidance is essential to alleviate the employability-related stress of doctoral candidates. A mentor with specific remit for career guidance and formal training opportunities could provide relief. Lastly, Acknowledging diverging models and perspectives on formal training within doctorates, institutions are recommended to use a mix containing both informal learning and formal training. |
| |
|
Language
|
|
|
|
English
| |
|
Publication
|
|
|
|
Zenodo
,
2021
| |
|
DOI
|
|
|
|
10.5281/ZENODO.7300114
| |
|
Volume/pages
|
|
|
|
30 p.
| |
|