Conditions for learning and supervision in doctoral education

New forms for management and funding are transforming doctoral education. The formalisation of doctoral education and changed conditions for research in general have consequences for both supervision and doctoral students’ learning. How does this development influence doctoral students and supervisors, or academia as a whole as universities are highly dependent on doctoral education for fulfilling its many and multifaceted missions?

Creativity, critical thinking, independence, and communication skills are competences that doctoral students are expected to develop, for themselves, for future academia and for society. But what do we mean with these competences? How are these competencies developed? What are the conditions for learning in different contexts?

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