The book reviews the policies, institutions, and programs that helped bring about these changes, as well as their outcomes in terms of access, workforce training, and research. In this piece, leading scholars from Latin America in the U.S. explore key issues, including higher education’s role in advanced workforce development, trends in academic mobility and outcomes for brain circulation, and investment in the region by U.S. universities and corporations.

Author

Dr. Jorge Balan is an Argentine sociologist who has published extensively on comparative higher education policy, academic and labor mobility, rural-to-urban and international migration, and regional development in Latin America.

He has been involved with CIRGE since 2007 in topics related to doctoral education in Latin America.

He contributes regularly to International Higher Education, a leading newsletter, and has published with Philip G. Altbach a book on World-Class Worldwide: Transforming Research Universities in Asia and Latin America (Johns Hopkins University Press), with translations published in Chinese, Korean, and Japanese. His most recent paper on research universities in Latin America was published in Social Research: An International Quarterly, volume 79, number 3, 2012.

He is currently a Senior Research Scholar and Professor at the School of International and Public Affairs, Columbia University, where he teaches a graduate course on Higher Education Policy in Developing Countries. Dr Balan has responsibilities within the Institute of Latin American Studies and the Global Centers program, and is an external researcher with the Centro de Estudios de Estado y Sociedad, a leading Argentine think tank based in Buenos Aires. 

In a world that is no longer able to maintain or sustain social or cultural enclaves, free from impact of global flows of capital, technologies and bodies, our lives have become more complex. People, events, governments and institutions such as education are increasingly interconnected. In universities, where the presence and influence of an ever-expanding world are particularly keenly recognized, ideas, information and knowledge increasingly cross national boundaries, enabled by digital media and geographical mobility for academics and students. Those of us concerned with doctoral education are increasingly involved in developments that allow and indeed require an international consciousness and an active reaching out to connect programs, knowledge and understanding about pedagogy, and knowledge production. Research and research education become primary sites for shaping the world.

The International Doctoral Education Research Network (IDERN) was formed in this context, to provide an avenue for researchers on doctoral education from around the globe to generate dialogue on knowledge creation and doctoral pedagogy. The aim of the network was to generate a collaborative, international research agenda for doctoral education; to build a research field in this most advanced form of educational provision, and to connect researchers from different national settings, as well as different disciplines and research perspectives. The network has been operating since 2007 and aims to meet for a research forum once every three years, as well as to use online technologies to share and disseminate information and research on the doctorate. A listserve run by Dr. Mark Connolly, University of Wisconsin–Madison, is, outside of the triennial meetings, the primary means of keeping this research community connected. 

See last publications

• Career goals, pathways and competencies of geography graduate students in the USA

M Solem, A Kollasch, J Lee – 2012

… 2006. Envisioning the future of Doctoral Education: Preparing stewards of the discipline, San Francisco, CA : Jossey-Bass. … 2006. The assessment of Doctoral Education: Emerging criteria and new models for improving outcomes , Sterling, VA : Stylus. …

• Graduate Students’ Perceptions of Their Advisors: Is There Systematic Disadvantage in Mentorship?

S Noy, R Ray – The Journal of HigherEducation, 2012

… Our findings speak to the utility of the intersectionality framework for examining interpersonal relations in highereducation and suggest that advisor support indoctoral education is raced and gendered. …Advisors and advisee issues in doctoral education. …

• Coping with loneliness: An etnographic study of doctoral students

H Janta, P Lugosi, L Brown – 2012

… International Journal of Sociology and Social Policy , 23(1/2): 4–32. [CrossRef] View all references) study examines this further by comparing perceptions of doctoral students in chemistry and education across a number of UK departments. …

• The path to graduation: A model interactive Web site design supporting doctoral students

N Simmons-Johnson – 2012

… Objective. This 2-phase mixed method study assessed 2nd-yeardoctoral students’ and dissertation students’ perceptions of the current Graduate School of Education dissertation support Web site, with implications for designing a model dissertation support Web site.

© University of North Texas

The Global Research Forum, held in North-Texas University, invited key university administrators, international research funding agencies, and doctoral students to establish an understanding of how to expand mutually beneficial global research cooperation, and support research-active faculty and graduate students with global research aspirations.

Maresi Nerad, director of CIRGE, was one of the panelists  to discuss the core elements of a research report, published by the National Academy of Science in 2011, Examining Core Elements of International Research Collaboration.

In her talk, she shed light over the main points to enhance international research collaboration among universities. Trust is an imperative to generate international collaboration and strive mutual beneficial, but she recognized this process takes time and warned that the collaboration via virtual platforms could be unsustainable without prior personal acquaintance.

In addition, Nerad elaborated that research collaborations that involved students and postdocs require a comprehensive assessment framework. In her opinion, the formative  assessment work should start from the beginning in order to avoid tension that may be produced the given organizational structures, programs, and cultural behavior.

In this sense, the director of CIRGE was emphatic that graduate students and future researchers need to be prepared for international collaboration and need to be given room after returning from abroad to debrief on their experience and integrate the new knowledge and lessons learning into on –going teaching and learning at their home campus.  This includes integrating international students as equal partners on the home campus.

See complete abstract and presentation

See more on Global Research Funding Forum

Prof Chaya Herman is associate professor in the Department of Education Management and Policy Studies in the Faculty of Education at the University of Pretoria. Her main areas of research is doctoral education in South Africa, higher education policy and qualitative research methodology.

 In 2009, Chaya was commissioned by the Academy of Science for South Africa (ASSAf) to conduct a number of studies related to a Consensus Study on the topic: The status and place of the South African Doctorate in the global knowledge economy.

 Recent publications:

Herman, C. (Forthcoming). Industry perceptions of Industry-University partnerships related to doctoral education in South Africa. Industry and Higher Education.
Herman, C. 2012. The purpose of the PhD – A South African perspective. Higher Education Policy, 25: 1-18.
Herman, C. 2011. Doctoral education in South Africa – research and policy: editorial introduction. Perspectives in Education, The changing face of doctoral education in South Africa, Special issue 3, 29: i-v.
Herman, C. 2011. Obstacles to success: Doctoral students’ attrition in South Africa. Perspectives in Education, The changing face of doctoral education in South Africa, Special issue 3, 29: 40-52.
Herman, C. 2011. Expanding doctoral education in South Africa: Pipeline or pipedream? Higher Education Research & Development, 30(4): 1-13.
Herman, C. 2011. Elusive equity in doctoral education in South Africa. Journal of Education and Work. 24 (1-2): 163-184.

]]> http://depts.washington.edu/cirgeweb/chaya-herman/feed/ 0 http://depts.washington.edu/cirgeweb/presentations-during-2008-2009/ http://depts.washington.edu/cirgeweb/presentations-during-2008-2009/#comments Fri, 30 Nov 2012 18:24:04 +0000 admin http://depts.washington.edu/cirgeweb/wordpress/?p=3370 Presentations 2009

June 19 – Maresi Nerad presentation at the Graduate Management Admissions Council conference held in Baltimore, MD, titled “Time-to-Degree and the Case for Enhanced PhD Skills Training.”  Download:  GMAC

May 19 – Maresi Nerad presentation at the Mobility and Internationalization of Doctoral Studies in Europe conference held in Paris, titled “Doctoral Education in the U.S. in times of Globalization.” 

Presentations 2008

December 16-17 – Maresi Nerad and Nelofer Halai of the Aga Khan University presentation at the 3rd Interantional Conference on Postgraduate Education in Penang, Malaysia, titled “Globalization and the Internationalization of Doctoral Education.”  Download: Malaysia

October 16-18 – Maresi Nerad presentation at International Workshop on Graduate Education, Hiroshima University, Japan, titled “Graduate Education and its Changes in the U.S.:  An Evolving Process.”  Download: Hiroshima University

August 4 – Maresi Nerad and Emory Morrison presentation at American Sociological Association conference, Boston, MA  –  “Are Sociologists Different:  Findings from Social Science PhDs – Five+ Years Out: A National Study of Six Social Science Fields.”  Download:  Sociology

June 25 – Maresi Nerad presentation at University of California, Davis, Graduate Career Consortium, Sacramento, CA  –  “Social Science PhDs – Five+ Years Out:  A National Study of PhDs in Six Social Science Fields”  Download:  Grad Career Symposium

May 7 – Panel on “Brain Drain, Brain Gain, or Brain Circulations”  Download: Higher Education in Developing Countries: What Role, What Impact?

March – Maresi Nerad presentation at the Western Association of Graduate Schools (WAGS) annual meeting, Denver, CO –  “Promoting Productive Educational Experiences for International Students:  A Two-Way Street – The Internationalization of Graduate Education.”  Download:  WAGS Conference 2008

February 21 – Maresi Nerad’s presentations at the American Political Science Association (APSA), Political Science Chairs Conference, San Jose, CA — “Political Science Findings from Social Science PhDs — Five+ Years Out,”  Download: 1)  Plenary Meeting; 2)  Workshop

February 11 – Maresi Nerad webcast presentation for the Worldwide Universities Network (WUN) Initiative, Ideas and Universities — “Changes in Doctoral Education Worldwide: Past Differences, Current Commonalities and Future Trends.”  Download:  WUN webcast

January 18 – Presentations at the University of Washington, College of Education Faculty Career Symposium, Seattle, WA  –  1) Maresi Nerad & Mimi Heggelund: “Globalization and its Impact on Doctoral Education Worldwide.” Download:  Globalization 2)  Maresi Nerad & Elizabeth Rudd:  “Social Science PhDs — Five+ Years Out:  A National Study of PhDs in Six Social Science Fields.” Download:  COE-SS5

December 7 – Maresi Nerad presentation at the annual meeting of the Council of Graduate Schools (CGS), Seattle, WA  –  “Social Science PhDs — Five+ Years Out: A National Study of PhDs in Six Social Science Fields.”  Download:  CGS 2007

November 4 – Maresi Nerad and Elizabeth Rudd presentation at CRA Gender Diversity in Computing Doctoral Programs Workshop, Bellevue, WA — “The Context:  Doctoral Education Research – Advising and Retention.”  Download:  Gender Diversity

November 17 – Maresi Nerad presentation at Peking University, Peking, China  –  “Designing Future-Oriented Doctoral Education.”  Download:  Peking Univ

August 28 – Maresi Nerad presentation at National University of Singapore — “Designing Future-Oriented Doctoral Education.”  Download:  Singapore

April 19 – Maresi Nerad presentation at American Association of Geographers (AAG) annual meeting, San Francisco, CA  –  “Geography Findings from Social Science PhDs — Five+ Years Out”  Download:  AAG 2007

April 14-18 – Elizabeth Rudd presentation at McGill University Conference, Challenging Research Pedagogies, Montreal, Canada  –  “The PhD in the US.”  Download:  McGill Univ

March 28- April 4 – Maresi Nerad presentation at the second Forces and Forms of Change in Doctoral Education Worldwide workshop, Melbourne, Australia  — “Quality Indicators: Assessing the Quality of Doctoral Education.”  Download:  Quality Indicators

March 17 – Maresi Nerad presentation at Western Association of Graduate Schools (WAGS) annual meeting, Portland, OR — “Life With a PhD: Findings from Social Science PhDs — Five+ Years Out.”  Download:  WAGS 2007

March 1 – Maresi Nerad and Elizabeth Rudd presentation at University of Washington Graduate Professional Education Week, Seattle, WA  –  “Life with a PhD:  Findings from Social Science PhDs — Five+ Years Out.”  Download:  GPE Week 2007

Presentations 2006

October 8 – Maresi Nerad presentation at CHERI Policy Research Conference, Doctoral Education and the Faculty of the Future, Cornell University, Ithaca, NY  –  “Confronting Common Assumptions: Designing Future-Oriented Doctoral Education.”  Download: Cornell 2006

July 8 – Maresi Nerad presentation at European Summer Conference, New Dimensions for Doctoral Programs in Europe: Training, Employability and the European Knowledge Agenda, Florence, Italy  –  “Defining and Measuring Successful PhD Career Outcomes.”  Download:  Defining and Measuring

April 6-7 – Maresi Nerad presentations at the University of Chicago, IL  –  “Defining and Measuring Successful Career Outcomes.”  Download:  1)  Biological and Physical Sciences 2) Social Sciences and Humanities 3) Professional Schools 4)  Students on careers

March 9 – Maresi Nerad presentation at University of Washington Second Annual Graduate Career Development Symposium, Seattle, WA  –  “The PhD:  Journey to Multiple Destinations.”  Download:  UW Career Symposium

• Blumenfield T., Nerad M., 2012. International Assessment: Developing a Research Agenda for (Post) graduate Education and Collaboration. Australian Universities Review. Vol. 54.  No 1. 2012, pp. 72-83.

• Culver Culver, S., Warfvinge, P., Grossman, C., & Puri, I.  (2011).  Evaluation of engineering   double-degree programs in Sweden:  Results of the Lund focus groups.  European Journal of Higher Education, 1, pp. 220-232.

• Culver, S. M., Puri, I. K., Spinelli, G., DePauw, K. P., Dooley, J. E.  (2011). Collaborative dual-degree programs and value added for students:  Lesson learned through the Evaluate-E project.  Journal of Studies in International Education, pp.1-22.

• Deardorff, D., de Wit, H., Heyl, J., &  Adams, T (eds). (2012). The Sage Handbook of  International Higher Education. California: Sage Publication.

Applications are welcome from anywhere in the world. The deadline for applications is 3 February 2013 at 17:00 CET.

 Aims of UNIKE project

What are the changing roles and scope of universities in emerging global knowledge economies and regions? The first aim of the UNIKE project is to train a networked group of critical researchers who will examine these issues and especially compare developments in Europe and the Asia-Pacific Rim. The second aim of the UNIKE project is to generate potential research leaders who are committed and able to develop doctoral education in their own institutions and internationally.

Any offer of a position will be conditional on the applicant providing evidence that they meet the language proficiency requirements of the university where they are enrolling.

 Job description

1. Undertake an independent research project, with academic supervision, including a secondment and/or research visits to associated partners, as agreed in a detailed ‘Individual scientific, training and career plan’, which is to be written within 6 months of the commencement of the appointment .

2. Complete the host institution’s doctoral training requirements and submit a thesis within three years.

3. Attend and participate in UNIKE’s 3 workshops, 4 summer/winter schools and final conference, help organise one of these events, and give a presentation at a minimum of one of these events.

4. Contribute to the formation and activities of a work package team led by the post/doctoral researchers by participating in webinars, wikis etc (e.g. to discuss literature, interview associated partners with relevant knowledge, share research and fieldwork plans, comment on each others’ draft chapters and papers).

5. Give papers at two international conferences and submit two articles to international peer reviewed journals. Contribute to a chapter in an edited volume resulting from the UNIKE project.

6. Disseminate research to a wide academic and general public by writing in other genres, including one individually or jointly written blog, one newspaper feature article and a multimedia release; by knowledge transfer in a form suited to a secondment partner where relevant (e.g. presentation, report, press release); and by presenting research results as a Marie Curie Ambassador to another university or school or the Erasmus Mundus Students and Alumni Association.

7. Other duties as specified in the relevant project description.

 Remuneration

Doctoral students will be employees of their university for the duration of their UNIKE doctorate and will be given a full-time contract for three years. The salary for a doctoral position is set in accordance within the regulations of the Marie Curie Initial Training Network within the European Commission’s 7th Framework Programme and the labour laws of the relevant country. In addition to the salary, funds have been allocated to cover the travel, accommodation and subsistence costs of attending all UNIKE workshops and summer schools, including a 2-week summer school in New Zealand; and towards the costs of secondments and research visits to Associated Partners, including in the Asia-Pacific Rim.

Contacts

For enquiries about the overall UNIKE project, please contact UNIKE Administrator Astrid Cermak asce@dpu.dk or UNIKE Coordinator Professor Susan Wright suwr@dpu.dk. For enquiries about individual positions, please see the contacts given in each individual doctoral project description.

Professor Mayekiso has served in the following capacities at the then University of Transkei (now Walter Sisulu University): Senior Lecturer, Associate Professor, Professor and Head of the Department of Psychology, and thereafter as Vice Dean of Arts.  In 2001 she joined the University of the Witwatersrand in the capacity of Head of School of Human & Community Development, and subsequently became Deputy Dean and Acting Executive Dean of the Faculty of Humanities in 2006. She proceeded to the Nelson Mandela Metropolitan University (NMMU) where she was appointed as Executive Dean: Faculty of Arts in 2007.

Her academic Scholarships include a DAAD (German Academic Exchange Scholarship), a Commonwealth Scholarship tenable at Leicester General Hospital and Greenwood Institute of Child Health in the United Kingdom and the South African Universities’ Vice Chancellors Association/American Council of Education fellowship tenable at the University of Washington, Seattle, USA.  She serves as the Board Member of the Children’s Institute at the University of Cape Town, Emthonjeni Centre at the University of Witwatersran,  the Agricultural Research Council (ARC) and  the Institute for Co-operatives Development.  She has a track record both as a researcher and a mentor especially in the areas of HIV/AIDS, Poverty, Adolescent adjustment problems and Child abuse and neglect. She has supervised many postgraduate students especially at Masters and Doctoral levels.

She has served on review panels of research entities and programmes at a number of universities and science councils.  She also serves as external examiner for several universities, examining Masters dissertations and Doctoral theses. Furthermore, she has written a number of articles in accredited journals nationally and internationally, presented papers at national and international conferences, and contributed to the writing of book chapters.