This study aims to provide a complex account of a PhD candidate's reflexive doctoral engagement process emergent from the changing doctoral environment vis-à-vis the neoliberal higher education context. Drawing on a critical realist theory of reflexivity, it analyzed narrative interview data collected with the participant over an 18-month period.…

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates' motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and…

What should doctoral training in the humanities and humanistic social sciences look like in the 21st century? This question has prompted a steady stream of foundation inquiries over the past two decades, including "The Graduate Education Initiative" (Mellon Foundation), "The Responsive Ph.D." (Woodrow Wilson National Fellowship…

The crisis in humanities graduate education is coming to an end. But academic jobs are still few and far between, and graduate education remains on shaky ground both institutionally and socially. Nevertheless, two generations of "crisis thinking" are finally giving way to the idea that graduate education is not in a crisis. Instead, it…

Atlanta University launched its doctor of arts in humanities (DAH) programs almost 40 years ago, and, since the 1988 merger with Clark College, Clark Atlanta University has continued to award the degrees. This fall, for the first time, its students will be able to earn Ph.D.s in humanities instead. In DAH programs around the country, there's been…

PhD supervision is increasingly embedded in frameworks that link research to issues of knowledge transfer involving the translation of knowledge to domains outside the university where it can be taken up and applied. This tends to require research that goes beyond traditional disciplinary boundaries and raises questions of the nature of knowledge…

The central feature of doctoral training in the humanities, according to this author, must remain the organization of curricula to support the mastery of disciplines, the development of rich conceptual frameworks, and a demonstrable attainment of research skills. The work of transmitting these capacities is only partially done by the curriculum. A…

The results of a seven-year program designed to reform graduate education in the humanities and social sciences sponsored by the Ford Foundation and 10 leading university graduate schools are reported. Evaluation focused on the Ford Foundation Graduate Program, original proposals submitted by the 10 universities, annual reports and data submitted…

The purpose of this study is to demonstrate the use and importance of examining dissertations listed in scholarly journals, while focusing on a critical period of French doctoral education in historical studies. French dissertations in history were bibliometrically examined from "Revue historique," a mainstream history journal published…