The purpose of this paper is to present a research review of research on doctoral education research, firstly in more general terms and then more precisely with a focus on the education and training of educational researchers. There are two reasons for this interest. Firstly, to analyse doctoral education is a way to capture the intellectual organization of academic fields (Whitley, 2000) and its paradigm(s) (Kuhn, 1970). Secondly, doctoral education is today subject to the interest not only for the universities but also for other actors, such as policy-makers and supra-national organizations, and it is of importance for educational research to capture this tendency. However, research on doctoral education as an education problematic, e.g. in terms of curriculum and program design is, according to Green (2012) relatively sparse. Furthermore, as illustrated by OECD.stat, the number of graduates on advanced research level has increased in most European countries since the turn of the millennium.Given this, a research review updating this field of educational inquiry is needed when interested in educational design and curriculum for doctoral education.
In order to deal with this problematic there is a need to do a research review by means of different search engines, such as Web of Science and Scopus in combination with Google Scholar. We ask; (a) how does this field of study look like in terms of references and conceptual frameworks, (b) how are intellectual traditions and approaches dealt with in studies on doctoral education of educational researchers, and (c) what does this tell us about the social and intellectual organization of educational research in different contexts?
To answer such questions considering doctoral education could be of general interest in order to understand the field of educational research in its disciplinary and contextual variation. To this is added a more specific interest so analyze the education science-policy agora (Nowotny et al, 2003; Lindblad, Pettersson and Popkewitz, 2015) where doctoral education is understood as a boundary object moving between different positions and agents at the agora. This is of interest in order to capture political movements and tendencies related to doctoral education initiatives and interests.