Session Information
ERG SES G10, Post-Graduate Education
Paper Session
Contribution
Particularly the Bologna-Process has aroused discussions about how the structure of the PhD-qualification should be improved in order to reduce the duration of this learning process (graduate earlier), improve the support of doctoral candidates and enable the candidates to become more self-consistent and self-dependent PhD-students. Therefore, several surveys have been realized taking the conditions of the doctoral path into focus (Bundesministerium für Bildung und Forschung 2008; 2013; Jaksztat, Briedis April 2009; Fabian, Briedis 2009). Nevertheless, it remains to be asked how PhD-students deal with certain conditions over time, understanding the configuration of the doctoral path as a learning process.
In order to discover tools, coping strategies and to find out what becomes a “learning object” over time, ten qualitative interviews have been carried out with doctoral candidates of educational science at three different points of time (longitudinal study). Altogether, there are 30 qualitative interviews that are being analyzed using the grounded theory by Strauss/Corbin (1996). The period of time within which the interviews were carried out was 18-24 months - looking at the initial phase of the qualification process.
In order to take the perspective of doctoral advisors into account and using this perspective also as a basis for interpretation, a group discussion/focus group is planned.
Method
Expected Outcomes
References
Bundesministerium für Bildung und Forschung (2008): Bundesbericht zur Förderung des Wissenschaftlichen Nachwuchses (BuWiN). Bonn/Berlin. Burkhardt, Anke (2013): Bundesbericht wissenschaftlicher Nachwuchs 2013. Statistische Daten und Forschungsbefunde zu Promovierenden und Promovierten in Deutschland. Bielefeld: WBV. Fabian, Gregor; Briedis, Kolja (2009): Aufgestiegen und erfolgreich. Ergbnisse der dritten HIS-Absolventenbefragung des Jahres 1997 zehn Jahre nach dem Examen. HIS. Hannover. Faulstich, Peter (1999): Einige Grundfragen zur Diskussion um "selbstgesteuertes Lernen". In: Stephan Dietrich und Elisabeth Fuchs-Brüninghoff (Hg.): Selbstgesteuertes Lernen - auf dem Weg zu einer neuen Lernkultur, Bd. 18. Frankfurt/M: DIE (DIE / Deutsches Institut für Erwachsenenbildung (DIE), Pädagogische Arbeitsstelle des Deutschen Volkshochschul-Verbandes. Materialien für Erwachsenenbildung, 18), S. 24–39. Holzkamp, Klaus (1995): Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt am Main, New York: Campus. Jaksztat, Steffen; Briedis, Kolja (2009): Studienstrukturreform und berufliche Situation aus Sicht des wissenschaftlichen Nachwuchses. Ergebnisse der ersten WiNbus-Befragung. HIS. Strauss, Anselm L.; Corbin, Juliet M. (1996): Grounded theory. Grundlagen qualitativer Sozialforschung. Weinheim: Beltz, PsychologieVerlagsUnion.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.