DIISRALTC-DDoGS Pathways ProjectALTC Coursework Masters Project
Margaret Kiley
CEDAM
The Australian National University
Australian data
• Increasing variation at the PhD level e.g. – Australian median age on graduation is 37– At one Go8 median was 33 with 14.7%
graduates in Hum/ Soc Sci and 49.4% in Sci– At an IRU age was 40 with 47.4% in Hum/
Soc Sci and only 23.9% in Sci. (Neumann & Tan, 2011)
• Increasing % of PhD applicants without Honours (research or c/w masters)
Margaret Kiley: CEDAM The ANU 2
Postgraduate Student enrolments (DEEWR data)
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Masters students by gender (DEEWR data)
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Coursework masters by age (DEEWR data)
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Interest in research by age (POSSE data)
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Deans of Graduate Studies…
• …when asked what knowledge, skills and aptitudes they looked for in a PhD applicant and how the applicant could demonstrate this, suggested the following
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Knowledge
Deep disciplinary knowledge (although not necessarily in the discipline of the PhD)
Final year exam results
Awareness of epistemological issues to inform research and facilitate disciplinary work and lateral thinking
Interview, references and interviews with referees
Intelligence Test e.g. UMATExam results
Skills (1)Solve extended problems Significant role & experience
in completing major research projects
Research proposal and exemplars of previous work
Base communicationHigh level academic writingCritical & analytical writing and readingOrganise ideas/ present argumentTeam makingAnalyse, synthesise, contextualise & solve problems
Skills (cont)Inter-relate and work with experienced researchers
Interview, references and interviews with referees
Organisational capacity, time management, project management, ability to complete extended projectLearn from mistakesTeam making
Produce and communicate knowledge
Results of relevant courses from Testamur
Aptitudes
Persistence, drive
Interviews, references and interviews with referees,
Creative IntelligenceImaginationCritical and analytical writing and readingCapacity to learn to be independentSelf motivatedCapacity to work hard
DDoGS thinking and current context
• Increased enrolments in coursework masters (decrease in research masters)
• At the same time, pressure to train and graduate researchers
• Honours under pressure as an undergraduate award
• What are pathways to doctoral entry?
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Margaret Kiley: CEDAM The ANU 13
ALTC-DDoGS Project
• Funding $10,000 from ALTC for one year
• To answer: – What are the various pathways that potential
candidates take to, through, out of, and from their doctoral program?
– What is the exit point and qualification if they want to leave a PhD program without completing?
ALTC I have done a coursework masters project• Funding $200,000 from ALTC for 2 years
to:– Gain a better understanding of the research
education components of coursework masters programs
– Identify what sorts of coursework masters programs provide an effective, supportable entry to a research program in Australia
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Sample
Masters Project Additional for DDoGS Project
Go8 UNSW MonashIRU JCU FlindersATN QUT UniSAOther ECU Wollongong
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DDoGS Project Activities
• Overseas models of entry to doctorates
• Survey of Australian universities re entry requirements
• Sample of Australian universities– Interview the Dean of Graduate Studies– Collect data from each sample university’s
web site regarding re relevant information
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Overseas universities
Canada McGill UBC
USA Michigan State New York University
UK Durham Oxford Brookes
Sweden Gothenburg Lund
Germany Kassel Freiburg
Malaysia University of Malaya Universiti Putra Malaysia
NZ Otago Victoria at Wellington
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Findings
• Universities most commonly seek– masters degree (e.g. in proposed discipline or by
research)
– research experience (e.g. publications emanating from research)
– academic achievement (e.g. honours, awards)
– research proposal (e.g. statement of intentions/interests/goals)
– language proficiency (e.g. English)
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Note
• A number of universities beyond Australia:– identify only disciplinary specific PhD entry
requirements (or in addition to general entry requirements); and
– refer to ‘graduate studies entry requirements’ (e.g. that embrace Masters and Professional Doctorate as well as PhD by research programs)
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Australian university survey
• Twenty (51%) seek evidence of:– academic achievement / ability / writing (e.g.
honours, higher degree, advanced knowledge)
– research performance / readiness / potential (e.g. research training, professional /work experience)
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Other
• Eleven (55%) provide exit credit towards other qualifications but this does not appear to be standard practice in seven (35%).
• Six (30%) have special consideration for non-traditional candidates and further five (25%) provide targeted equity support. Seven (35%) have no formal strategies
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Cont.
• Twelve (60%) have courses, workshops and online facilities, with three (15%) mandating completion of a research methods program concurrently with the degree. Four (20%) have no specific training
• Thirteen (65%) have online support for part-time candidates. Four (20%) have no formal support
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Interviews: Deans of Graduate Studies
• The most frequent finding related to variation in:– Cohort: gender, age etc– Ways of meeting needs– Discipline mix– Programs
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Interviews: PhD students
• Challenges of research methodologies etc
• Noted honours students or masters by research students could have very similar problems
• Individual capability and drive were big factors in overcoming those challenges
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Interviews: Supervisors and Convenors
• Significance of programs re industry• Research training for students• Coursework masters as a realistic pathway
to the PhD• Project management skills learned in
coursework masters• The future of higher degree research at
universities in general (ERA)
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Discussion
• Substantial increase in the number of entrants• Particular increase in the 20-29 age cohort• Older students and female students more likely
to express interest in research• Specific research required about the disciplinary
nature of the variation in age, gender etc• Construction of the coursework masters program
with the most appropriate training for doctoral applicants
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What might this mean for:
• Funding Policies: fee-paying vs RTS
• Supervisor training and development
• AQF levels
• Construction of coursework programs
• Attracting future researchers from industry
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Margaret Kiley: CEDAM The ANU 28
Dr Margaret KileyCEDAMThe Australian National [email protected]
ALTC Masters projecthttp://courseworkmasters.anu.edu.au/
ALTC Pathways projecthttp://cedam.anu.edu.au/people/dr-margaret-kiley/research-and-publications/ddogs_project
DISCLAIMER
Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.
The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd.
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