The deficit doctorate: multimodal solutions to enable differentiated learning
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Date
2018-06
Authors
Brabazon, Tara
Journal Title
Journal ISSN
Volume Title
Publisher
Ishik University
Rights
This article is published in an open access journal. The Journal grants to all users a free, irrevocable, worldwide, perpetual right of access to, and a license to copy, use, distribute, perform and display the work publicly and to make and distribute derivative works in any digital medium for any reasonable non-commercial purpose, subject to proper attribution of authorship and ownership of the rights.
Rights Holder
The author.
Abstract
The doctoral space is intricate, complex and convoluted. It is torn between individual and institutional commitments, local and international relationships, standards and standardization. This paper does not atomise or discuss individual doctoral supervision, but instead explores how institutions around the world train supervisors, and also create expectations for student and supervisory relationships. The key is to move beyond experiential ideologies and individual relationships, to understand the supervisory relationship in the broader institutional context and the international environment for research.
Description
This article is published in an open access journal. The Journal grants to all users a free, irrevocable, worldwide, perpetual right of access to, and a license to copy, use, distribute, perform and display the work publicly and to make and distribute derivative works in any digital medium for any reasonable non-commercial purpose, subject to proper attribution of authorship and ownership of the rights.
Keywords
Doctor of Philosophy, Deficit Learning and Teaching, Multimodality, disintermediation, Deterritorialization
Citation
Brabazon, T., (2018). The deficit doctorate: multimodal solutions to enable differentiated learning. International Journal of Social Sciences & Educational Studies, 4(5): 52-70.