Examples of ongoing projects

Excellent learning in doctoral education

In this project we study different contexts for doctoral education in Sweden and South Africa in order to achieve a deeper national and cultural understanding of factors that either stimulate or hinder doctoral students’ learning. In particular, we are interested in how students’ learning is influenced by a range of factors such as educational policy, leadership and organisation of doctoral programmes, the quality of supervision, scholarly and disciplinary norms, and the individual’s own choice to act in certain directions. The project also illuminates how gender, internationalisation, cooperation with industry and society condition doctoral students’ learning and how these aspects relate to creativity, critical thinking, independence and communication skills. The project will start in 2017, and it involves researchers from several universities: Lund University and Linnaeus University in Sweden, as well as Rhodes University and Stellenbosch University in South Africa. Do you have any questions about this project? Please contact Eva Brodin.

Doctoral student learning and supervision within highly competitive research fields

Doctoral education is most prolific in well-funded research fields, such as medicine, engineering, technology and science. In these fields, as in many other, the supervisors’ research projects and funding usually provide the foundation for the students’ education. Consequently, the boundaries between education and research, and between supervision and project management, are often blurred or even dissolved. Supervisors and students alike have to balance double roles: the supervisor being also a project leader and the student also a project worker. Student learning and independence in theses contexts risks being overshadowed by other priorities and concerns. We currently study doctoral education and supervision at the Faculty of Medicine at Lund University. Here, doctoral education (about 1200 doctoral students are currently enrolled) is to a very large extent based on external funding and the supervisors’ research projects. We are interested in how these circumstances influence the organisation of doctoral education and supervision, supervisor experiences and their students’ learning. Do you have any questions about this project? Please contact Anders Sonesson.