Introduction: The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Statement of the Problem: Replications of published research are an important element in this…

This article examines a longstanding university-sponsored summer internship program for doctoral students in the humanities and social sciences at the University of Michigan's Rackham Graduate School. Four years of student reflection data suggest that an internship is an enriching experiential learning opportunity that contributes to both…

Undergraduate research experiences (UREs) can improve student skills, retention, and matriculation to postgraduate study. Traditionally, UREs are available mostly in the natural and biological sciences, which have fewer minority and women majors and thus have disproportionately excluded these groups from such experiences. One effective solution is…

This paper examines Jean Floud's assessment of the work of Karl Mannheim, against the background of the development of British sociology of education in the 1940s and 50s. She compared his approach with that of Durkheim, concluding that both adopted a focus on social statics rather than dynamics, this reflecting their conservative political…

Making a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this 'boundary pushing', the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the…

Due to the internationalisation of higher education, much research has been focused on internationalising the curriculum, while little is known about internationalising research supervision. Research supervision is very pertinent as far as students' acquisition of sustainable research skills is concerned. This study examined the perceptions of…

This study explores how mobile and immobile academics enact research collaborations in Centres of Excellence (CoEs) in the Social Sciences and Humanities (SSH). Modelled on Big Sciences and underpinned by human capital assumptions, CoEs aim to foster both local and international collaborations, driven by academic mobilities. Based on critical…

Globally, scholarships for international higher education play a critical role in human capital development. While substantial research has documented the benefits such scholarships provide for individuals, their impact on the creation of pathways for social change remains under-researched. This paper bridges this gap by examining the extent to…

A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues…

International publications in social sciences by scholars based in mainland China have been increasing in volume, but little is known about the characteristics of China's contribution. This study examines the characteristics and patterns of international publications by Chinese scholars in higher education research. Data from three…

Employability is rapidly becoming a primary aim of PhD programmes. Internships have been shown to maximise students' chances of employment; however, there is limited evidence for how relevant this approach is to social science PhD students. This article reports on a mixed methods study, designed to utilise secondary and primary programme…

Disciplines display field-specific ways of valuing research contributions, and these different 'styles of valuation' influence how academic careers are assessed and formed. Yet, differences in how research is evaluated are also prevalent between different levels of assessment: collegial and organizational. Consequently, we employ a multifaceted…

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assessment to individual doctoral journeys, the design of progression assessment processes has previously…

This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind's use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar's praxis and on…

Research indicates that institutions and teachers' pedagogical and content knowledge are essential to student learning and achievement. Nevertheless, teachers' knowledge and practices have been researched primarily in K-12th grades. Therefore, there is a gap in understanding teaching practices in higher education. Moreover, research has forgotten…