International Bibliography on Doctoral Education

Introduction

This bibliography has been compiled by Professor Stan Taylor, who is a founding member of the ICCSDE. It cites books and papers which he has found useful for his own researches. It is by no means comprehensive and only includes English language publications. But it may provide a starting point for researchers in comparative doctoral education in indicating what is (or is not) available.

Additions by colleagues to any of the country bibliographies would be very welcome, and the list will be regularly updated and contributions acknowledged.

Index

Regions

Countries

Africa, general

African Research Universities Alliance (2021) Research Profiles of ARUA Universities: Emerging Trends (2015-1017). African Research Universities Alliance. Available online at https://arua.org.za/research-profiles-of-arua-universities-emerging-trends-2015-2017/

Asongu, S., Nwachukwu, J. (2017) PhD by publication as an argument for innovation and technology transfer: With emphasis on Africa. Higher Education Quarterly, 72: 15-28.

Arveetev, E., Abbey, E., Adu-Danso, E., and Ouma, G. (2021) Can ARUA lead Africa on the path to research excellence? University World News. 19th August. Available online at https://www.universityworldnews.com/post.php?story=20210818114245837

Cross, M. and Backhouse, J. (2014) Evaluating Doctoral Programmes in Africa: Context and Practices. Higher Education Policy, 27: 155-174.

Fedua-Kwarteng, E. (2021) How to improve the quality of Africa’s doctoral education. University World News, 1st May, Retrieved from https://www.universityworldnews.com/post.php?story=20180306124842675

Kokutse, F. (2022) ARUA sets target for increased research outputs, more PhDs. University World News, 22^nd June. Avialable online at https://www.universityworldnews.com/post.php?story=20220608191209159

Molla, T. and Cuthbert, D. (2016) In pursuit of the African PhD: A critical survey of emergent policy issues in select sub-Saharan African nations, Ethiopia, Ghana and South Africa. Policy Futures in Education, 4(6): 635-654.

Mekoni, M. (2019) New online course helps to plug doctoral supervision gap. University World News, Africa Edition. 21st March. Available online at https://www.universityworldnews.com/post.php?story=20190319111300967

Mohamedbhai, G. (2020) Quality assurance of doctoral education is now urgent. University World News Africa Edition, 11th June. Available on line at https://www.universityworldnews.com/page.php?page=Africa_Edition

Sooryamoorthy, R. Scherer, C. (2022) Doctoral Training in Africa: Taking Stock. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 18-35.

Sooryamoorthy, R. Scherer, C. (2022) Understanding higher education in Africa from distinct geographies: Reflections on the episteme of doctoral education. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 184-199.

Stackhouse, J. and Harle, J. (2014) The Experiences and Needs of African Doctoral Students: Current Conditions and Future Support. Higher Education Policy, 27: 174-194.

Tamrat, W. and Fetene, G. (2021) the achilles-heel of doctoral education in African higher education institutions: an Ethiopian university in perspective. Higher Education Research and Development. DOI 10.1080/07294360.2021.1901664.

Woldegiyorgis, A. (2020) Challenges of Development of Doctoral Education in Africa. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 213-237.

Algeria

Bebba, I., Bentafat, A. and Al-Hawary, S. (2017) The Reality of Algerian Universities Doctoral Students Configuration. Global Journal of Management and Business Research: G Interdisciplinary. 17(3): 21-33.

Zaghlamu, L. (2017) [Algeria] Ministry imposes tougher rules on PhD students. University World News, 10^th April. Available on-line at http://www.universityworldnews.com/article.php?story=20170404160959962 (Accessed 22^nd May 2017).

Armenia

Yekibay, M., Karabassi=ova, L., Mukhatayev, Z. and Yermukhambetova, A. (2022) The perception and the experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan. European Journal of Education, 57: 484-496.

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Asia, general

Shin, J., Postiglione, G. and Ho., C. (2018) Challenges for Doctoral Education in East Asia: a global and comparative perspective. Asia Pacific Education Review, 19: 141-155.

Australia

Barney, K. (2018) ‘We need more mob doing research’: developing university strategies to facilitate successful pathways for indigenous students into Higher Degrees by Research. Higher Education Research and Development, 37(5): 908-922. FCDER

Bendrup, D. (2022) Australia. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 16-21.

Bentley, P. and Meek. V, (2018) Development and Future Directions of Higher Degree Research Training in Australia. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 123-146. B

Cardilini, A., Risely, A. and Richardson, M. (2021) Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes. Higher Education Research and Development, DOI: 10.1080/07294360.2021.1874887

Erwee, R. and Perry, C. (2018) Examination of Doctoral Theses: Research About the Process and Proposed Procedures. in Padro, F., Erwee, R., Harmes, M., and Danaher, P. (eds) Postgraduate Education in Higher Education. Singapore, Springer: 2-14.

Evans, T., Evans, B. and Marsh, H. (2008) Australia. In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 171-203.

Harrison, N., Trudgett, M. and Page, S. (2011) The dissertation examination: identifying critical factors in the success of indifenous Australian doctoral students. Assessment and Evaluation in Higher Education, 42(1): 115-127.

Kiley, M. (2017) Reflections on change in doctoral education: an Australian case study. Studies in Graduate and Postdoctoral Education, 8(2): 78-87.

Kiley, M. (2021) Australia. In S. Taylor, M. Kiley, and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 1-11.

Lie, K. and Pang, V. (2018) The Postgraduate Research Experience in Malaysia. in D. Neubauer and P. Buasuwan (eds.) Asia Pacific Graduate Education. New York, Palgrave Macmillan: 93-116.

Moodie, N., Ewen, S. McLeod, J. and Platania-Phung, C. (2018) Indigenous graduate research students in Australia: a critical review of the research. Higher Education Research and Development, DOI: 10.1080/07294360.2018.1440536

Rae, I. (2001) False Start for the PhD in Australia. Historical Records of Australian Science, 14: 129- 141.

Roberston, M. and Fyffe, J. (2018) What happens to doctoral supervision when university departments have high levels of precarious academic employment? An Australian case study. Innovations in Education and Teaching International. DOI 10.1080/14703297.2018.1522268

Trudgett, M. (2014) Supervision provided to indigenous Australian doctoral students: a black and white issue. Higher Education Research and Development, 33(5): 1035-1048.

Austria

Barnett, J., Harris, R. and Mulvany, M. (2017) A comparison of best practices for doctoral training in Europe and North America. FEBS Open Bio, 7: 1444-1452.

Pechar, H., Ates, G. and Andres, L. (2012) The ‘New Doctorate’ in Austria: Progress Towards a Professional Model or Status Quo? Centre for Educational Policy Studies Journal, 2(4): 91-110.

Azerbaijan

Back to index

Belgium

Scherngell, T. (2022) Belgium – French Community (Wallonia-Brussels Federation. European Tertiary Education Register. Available online at https://zenodo.org/record/6770017#.YsgvL3bMK6k

Wolfmayr, A. and Zahradnik, G. (2022) Belgium – Flemish Community (Flanders) European Tertiary Education Register: Country Report. Available on-line at file:///C:/Users/User/Downloads/Country%20Report%20BE_Flanders%20final%2020220516-1.pdf

Van Deynze, F. and Santos, P. (2020) National policy responses to European institutional pressures on doctoral education: the case of Flanders and Portugal. European Journal of Higher Education. https://doi.org/10.1080/21568235.2020.1756368.

Belarus

Benin

Amouzouvi, D. (2022) Understanding doctoral studies in Benin: A case study of the University of Abomey-Calavi. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 123-136.

Bhutan

Maxwell, T. and Chophel, d. (2020) The impact and outcomes of (non-education) doctorates: the case of an emerging Bhutan. Higher Education, 80: 1081-1102.

Brazil

Balbachevsky, E. and Schwartzman, S. (2010) The Graduate Foundations of Research in Brazil. Higher Education Forum, 7: 85-100.

Balbachevsky, E. and Sampaio, H. (2017) Brazilian postsecondary education in the twenty first century; A conservative modernization. in P. Altbach, L. Reisberg, and H. de Wit (eds,. Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94- 6351-083-7: 131-139.

Haag Kristensen, C. (2022) Brazil. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 12-19.

Haag Kristensen, C. (2023) Brazil. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge:

Fonseca de Almeida, F., Ernica, M. and Knobel, M. (2020) Building Research Capacity and Training: Brazilian Dilemmas in Doctoral Education. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 389-413.

Nerad, M. (2010) Increase in PhD Production and Reform of Doctoral Education. Higher Education Forum, 7: 69-83.

Bulgaria

Stoicheva, M. and Tsvetkova, N. (2020) Sofia University St Kliment Ohrdiski, Bulgaria. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 142-178.

Back to index

Cameroon

Nsah, K. (2020) More PhDs, more problems. Times Higher Ed., 25th June: 26

Canada

Barnett, J., Harris, R. and Mulvany, M. (2017) A comparison of best practices for doctoral training in Europe and North America. FEBS Open Bio, 7: 1444-1452.

Crossouard, B., Andres, L., Bengtsen, S., Castana, L. Keefer, J. and Pyhalto, K. (2015) Drivers and interpretations of doctoral education today: national comparisons. Frontline Learning Research, 3(3): 5-22.

Jones, G. (2018) Doctoral Education in Canada. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 147-166.

Porter, S., Rogers, T. and Howard, B. (2023) Canada. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 20-30.

Rae, I. (2001) False Start for the PhD in Australia. Historical Records of Australian Science, 14: 129- 141.

Williams, G. (2008) Canada In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 249-277.

Chile

Bernasconi, A. and Sevilla, M. (2017) Against all odds: How Chile developed a successful technical and vocational sector in postsecondary education. In P. Altbach, L. Reisberg, and H. de Wit (eds.) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94 6351-083-7: 140-157.

Munoz-Garcia, A, Bernasconi, A. (2020) Reasessing the Progress of Doctoral Education in Chine. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 414-442.

China

Bao, Y., Kehm, B. and Ma, Y. (2016) From product to process: The reform of doctoral education in Europe and China. Studies in Higher Education, 43(3): 524-541.

CGTN News (2020) Universities expected to enrol 100,000 doctoral students in 2020. 16th April. Available on line at https://news.cgtn.com/news/2020-04-16/Chinese-universities-expected-to-enroll-100-000-PhD-students-in-2020-PJb7n3xLwY/index.html

Chen, H., Zhao, S., Shen, W., and Cai, L. (2018) The Quality of Chinese PhDs: Achievements, Problems and Responses. Chinese Education and Society, 51(3): 158-168.

Chen, S. (2020) Mainland China: Rapid Growth and New Strategies in Doctoral Education.. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 267-294.

Chen, S. (2023) China. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 22-32.

Chou. S. (2021) Leaving academia: why do doctoral graduate take up non-academic jobs and to what extent are they prepared? Studies in Graduate and Postdoctoral Education, 12(3): 338-352.

Douglass, J. (2013) China Futurisms: Research Universities as Leaders or Followers. Social Research, 79)3): 639-68.

Han, Y. and Xu, Y. (2021) Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors’ Emotions and Emotional Regulation Strategies. Frontiers in Psychology, 12: 1-11.

Huang, F. (2017) From the former Soviet patterns towards the US model: Changes in Chinese doctoral education. Centre for Global Higher Education Working Paper Number 12.  London, University College London Institute of Education. Available on-line at http://www.researchcghe.org/publications/from-the-former-soviet-patterns-towards-the-us-model-changes-in-chinese-doctoral-education/

Huang. F. (2018) Changes and Challenges to Chinese Doctoral Education. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 203-222.

Li, M., Zhou., W, and Huang, Y. (2018) Are Doctoral Students Satisfied with the Education Process? A Study from the Perspective of Data Monitoring. Chinese Education and Society, 51(3): 169- 183.

Lin, H. and Liu, S. (2021) China. In S. Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 31-40.

Liu, K. (2020) Students aren’t your ‘cheap labour ‘ force, Times Higher Education. 15th October, 8.

Liu, K. (2021) Leading Chinese universities axe publication condition for PhDs. Times Higher Education, 15th April: 11-12.

Mei, Y. (2018) Transformation and Trend of Doctoral Education in China and Poland (1980s-2010s). A Comparative Study. 21^st Century Pedagogy. 1: 47-60.

Roumei, Z. (2021) China’s Phd trapdoor is ajar. Times Higher Education, 13th May: 26.

Shen, W. Gao, Y. and Zhao, S. (2018) Single-Advisor System or Joint Advisor System: The Preference and Satisfaction of PhD Students for Different Supervision Models. Chinese Education and Society, 51(3): 222-231.

Wang, Q. (2017) A differentiated postsecondary education system in mainland China. in P. Altbach, L . Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 62-70.

Zhaung, T., Liu, B. and Ding, R. (2022) University insiders’ perceptions of doctoral education development in five East and Southeast Asian countries: An institutional logics perspective. European Journal of Education, 57:469-483.

Zheng, G. , Wenqin, S. and Cai, Y. (2018) Institutional logics of Chinese doctoral education system. Higher Education, 76: 753-770.

Zou Shou (2010) Code sets standards for supervisors of postgraduates. China Daily, 12th November. Available on-line at https://www.chinadaily.com.cn/a/202011/12/WS5fac8ccba31024ad0ba9393a.html

Colombia

Celis, J. and Acosta, O. (2016) Industrial PhD Programs for the Strengthening of the Industry’s Production in Columbia. Innovar: Revista de ciencias administrativas y sociales. 26(62): 129- 145.

Crossouard, B., Andres, L., Bengtsen, S., Castana, L. Keefer, J. and Pyhalto, K. (2015) Drivers and interpretations of doctoral education today: national comparisons. Frontline Learning Research, 3(3): 5-22.

European Tertiary Education Register (2019) Dual vs. Unitary Systems in Higher Education. Analytical Report, No. 3. Available on-line at https://eter-project.com/uploads/analytical- reports/ETER_AnalyticalReport_03_final.pdf

Croatia

Scherngell, T. (2022) Croatia. European Tertiary Education Register. Available online at https://zenodo.org/record/6772426#.YsgwZ3ZKi6k

Cyprus

Zahradnik, G. (2022) Cyprus. European Tertiary Education Register. https://zenodo.org/record/7097125#.Y0ADMHbMK6l

Czech Republic

Upton, B. (2022) Czech ministry plans tough changes to curb doctoral dropouts. Times Higher Education, 21^st July: 12

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Denmark

Andres, L., Bengtsen, S., Castana, L/. Crossouard, B. Keefer.J. and Pyhalto (2015) Drivers and Interpretations of Doctoral Education Today: National Comparisons. Frontline Learning Research, 3:3: 1-18.

Danish Ministry of Higher Education and Science (2017) The quality and relevance of the Danish PhD programme. Available on-line at https://ufm.dk/en/publications/2017/the-quality-and-relevance-of-the-danish-phd-programme-compilation-of-main-results

Wichmann-Hansen, G. and Godskesen, M. Denmark. In S. Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 41-50.

Zahradnik, G. Denmark. European Tertiary Education Register. Available online at https://zenodo.org/record/6770037#.YsgxAHbMK6k

Egypt

Basken, P. (2021) Doctoral student held by Egypt pleads for help from universities. Times Higher Education, 27th May: 12

Cantini, D. (2019) Doctoral Education in Egypt. Available online at https://www.doctoral- education.info/dl/Country-Description-Egypt.pdf

Cantini, D. (2021) A Brief Sketch of the Political History of Doctoral Studies in Egypt. in D. Cantini (ed.) Bounded Knowledge: Doctoral Studies in Egypt. The American University of Cairo Press, Cairo: 33-50

Cantini, D. (2023) Egypt. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 33-38

Said, M. (2017)Differentiated postsecondary systems and the role of the university: Egypt. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 35-43.

Estonia

Alas, R. and Aarna, O. (2016) The Transition from the Soviet Higher Education System to the European Higher Education Area: The Case of Estonia. Academy of Management and Learning Education, 15(1): 636-634.

Karner, A. and Puura, V. (2008) Doctoral education in transition to a knowledge-based society. TRAMES 12((1): 95-109.

Saar, E. and Roosalu, T. (2018) Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation. In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Counrties. Palgrave Macmillan. Available on line at https://www.palgrave.com/gb/book/9783319529790: 149-175.

Smolentseva, A., Huisman, J. and Froumin, I. (2018) Transformation of Higher Education Landscape in Post-Soviet Countries: From Soviet Model to Where? In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan. Available on line at https://www.palgrave.com/gb/book/9783319529790: 1-44

Vassil, K. And Solvak, M. (2012) When failing is the only option: explaining failure to finish PhDs in Estonia: Higher Education: Doi. 10.1007/s10734-012-9507-6

Ethiopia

Adamu, A. (2021) Politicians with PhDs?: A challenge facing the higher education sector. University World News, 21th June. https://www.universityworldnews.com/post.php?story=20210614182457703

British ouncil and Deutscher Akademischer Austauschdienst (2018) Building PhD Capacity in Sub-Saharan Africa. Available on-line at https://www.britishcouncil.org/sites/default/files/h233_07_synthesis_report_final_web.pdf

Ferene, T. and Tamrat, W. (2021) The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms. International Journal of Doctoral Studies, 16: 319-335.

Fetene, M. and Yeshak, .M. (2022) Doctoral education at Addis Ababa University, Ethiopia. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 81-104.

Lindtjorn, B., Tadesse, M. and Loha, E. (2019) Developing a sustainable PhD programme: Experiences from southern Ethiopia. in T. Halversen, K. Skare and R> Krevel (eds). Sharing Knowledge, Transforming Societies. Capte Town, South Africa: African Minds 442-456

Malia, T. and Cuthbert, D. (2016) In pursuit of the African PhD: A critical survey of emergent policy issues in select sub-Saharan African nations, Ethiopia, Ghana and South Africa. Policy Futures in Education, 4(6): 635-654.

Nega, N. and Kassaye, M. (2018) Research and PhD Capacities in Sub-Saharan Africa: Ethiopia Report. British Council and DAAD. Available on-line at https://www.daad.de/medien/der- daad/analysen-studien/research_and_phd_capacities_in_sub-saharan_africa_- _ethiopia_report.pdf

Tamrat, W. (2021) Ambitious plan for homegrown PhD programmes. University World News, 11th May. available on line at https://www.universityworldnews.com/post.php?story=20210511142758705

Tamrat, W., and Fetene, G. (2019) Doctoral candidates – are they getting a raw deal? University World News, 7th December. Available on-line at https://www.universityworldnews.com/post.php?story=2019112508214025

Europe, general

EUACDE (2022) Building the Foundations of Research: A Vision for the Future of Doctoral Education in Europe. EUACDE. Available online at https://www.eua-cde.org/news/909:new-eua-cde-publication-building-the-foundations-of-research-%E2%80%93-a-vision-for-the-future-of-doctoral-education-in-europe.html

European Tertiary Education Register (2019) Dual vs. Unitary Systems in Higher Education. Analytical Report, No. 3. Available on-line at https://eter-project.com/uploads/analytical- reports/ETER_AnalyticalReport_03_final.pdf

Hasgall, A., Saenen, B. and Borrell-Damian, L. (2019) Doctoral education in Europe today: approaches and institutional structures. European Universities Assocation Council for Doctoral Education. Geneva. Available on-line at https://eua.eu/resources/publications/809:doctoral-education- in-europe-today-approaches-and-institutional-structures.html

Kottman, A. (2011) Reform of Doctoral Training in Europe: A Silent Revolution. in J.Enders, H. De Boer, and D. Westerheijden (eds.) Reform of Higher Education in Europe. Rotterdam, Sense.

Kovacevic, M., Bitusikova, A., and Dagen, T. (2022) Emergence of current European thinking and policies on doctoral education. European Journal of Education. 00: 1-14. https://doi.org/101111/ejed.12515.

Kwiek, M. (2020) Poland: An Abundance of Doctoral Students But a Scarcity of Doctorates. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 103-126.

Nerad, M. (2010) Increase in PhD Production and Reform of Doctoral Education. Higher Education Forum, 7: 69-83.

Repeckaite, D. (2016) Reframing European doctoral training for the new ERA. European Journal of Higher Education, 6(3): 256-270.

Finland

Frick, L. and Pyhalto, K. (2022) Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International, 59(1): 70-81.

Kivisto, J., Pekkola, E. and Siekken, T. (2017) Latest reforms in Finnish doctoral education in light of recent European developments. European Journal of Higher Education, http://dx.doi.org/10.1080/21568235.2017.1290881

Pyhalto, K., Peltonen, J., Castello, M and McAlpine, L. (2018) What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A journal of Comparative and International Education. DOI: 10.1080/03057925.2019.1585229.

Zinner, L, Lindorfer, B. and O’Reilly, A. (2022) Leadership in changing doctoral education. Euopean Journal of Education, 00: 14. http://doi.org/101111/ejed.12517

France

Batteau, P. (2021) France. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 51-59.

Batteau, P. (2023) France. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 39-46.

Bonnard, C., Calmand, J. and Giret, J-F. (2017) International mobility of French PhDs. European Journal of Higher Education, 7(1): 43-55.

Boulos, A., (2016) the labour market relevance of PhDs: an issue for academic research and policy- makers, Studies in Higher Education, 41(5): 901-913.

Brentel, H. (2018) Doctoral Supervision. Frankfurt am Main, Helmut Brentel.

Calmand, J., Chevallier, T. and Giret, J-F. (2020) Between Change and Continuity: The Transformation of Doctoral Education in France. In M. Yudkevich, P,Altbach and H. de Wit (Eds.) Trends and Issues in Doctoral Education: A Global Perspective. Sage, London: 53-78.

Nueve, G. (1993) Seperation de Corps: The Training of Advanced Students and the Organization of Research in France. In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 159-192.

Orange, S. (2017) Democratisation of postsecondary education in France: Diverse and complementary institutions. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 91- 99.

Talby, M. and Pommier, S. (2022) Doctoral education in France; the views of doctoral candidates and their supervisors. European Universities Association/Centre for Doctoral Education The Doctoral Debate. 9th March. Available on-line at https.//e ua-cde.org/the-doctoral- debate/271:doctoral-education-in-france-the-views-of-doctoral-candidates-and-their- supervisors.html

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Georgia

Chakhaia, L. and Bregvadze, T. (2018) Georgia: Higher Education Dynamics and Institutional Diversity. In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan. Available on line at https://www.palgrave.com/gb/book/9783319529790 : 175-198.

Cherkezishvili, D., Sanikdze, T. and Gibbs. P. (2020) Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia. Quality in Higher Education, https://doi.org/10.1080/13538322.2020.1728834

Germany

Ambrasat, J. and Tesch, J. (2018) The changing landscape of doctoral education in Germany after the introduction of structured doctoral programs. Research Evaluation, 20(4): 292-301.

Borg, E., and Boyd Davis, S. (2012) The Thesis: Texts and Machines. In R. Andrews, E. Borg, S. Boyd Davis, M. Domingo, and J. England (eds) Sage Handbook of Doctoral Dissertations and Theses. London, Sage.

Brentel, H. (2018) Doctoral Supervision. Frankfurt am Main, Helmut Brentel.

Brentel, H. (2021) Germany. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 60-69.

Brehnert, G. (1979) An analysis of the age and education of the SS Fuhrehkorps 1925-1939. Historial Social Research, 2: 4-17.

Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A. and Yahia, M. (2011) The PhD Factory. Nature (472): 276-79.

Deicke, W., Moes, J. and Siemans, J. (2016) Collision and Coalescence – German and British Cultures in Doctoral Education. In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 149-169.

Enders, J. (2004) Research training and careers in transition: a European perspective on the many faces of the PhD. Studies in Continuing Education, 26(3): 419-29.

Ertl, H. (2018) Plagiarism in doctoral theses as ‘occupational risk’ of government ministers? The debate on good academic practice in German doctoral education in the light of high-profile plagiarism cases. Oxford Review of Education, 44(5): 616-632.

Feraboli, O. (2018) Postgraduate Supervision in the United Kingdown and Germany: A Comparative Study of Factors Influencing the Supervisory Relationship. Journal of Perspectives in Applied Academic Practice, 6(2): 51-57.

Gardner, M. (2021) Minister stripped of PhD title acquired through deceit. University World News, 14th June. https://www.universityworldnews.com/post.php?story=2021061415261692

Gellert, C. (1993a) The German Model of Research and Advanced Education. In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 3-44.

Gellert, C. (1993b) The Conditions of Research Training in Contemporary German Universities. In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 45-68.

Hause, K., Kaulisch, M. and Tesch, J. (2015) Against all odds: determinants of doctoral candidates’ intention to enter academia in Germany. International Journal for Researcher Development, 6(2): 122-143.

Kehm, B. (2008) Germany. In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 19-35.

Kehm, B. (2020) The Past, Present and Future of Doctoral Education in Germany. In M. Yudkevich, P,Altbach and H. de Wit (Eds.) Trends and Issues in Doctoral Education: A Global Perspective. Sage, London: 79-102.

Kehm, B. (2023) Germany. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 47-56.

Krause, O. (2006) The Origins of Writing in the Disciplines: Traditions of Seminar Writing and the Humboldtian Ideal of the Research University. Written Communication, 3: 331-52.

Matthews, D. (2021) Why are German politicians so fixated on PhDs? Times Higher Education, 10th June: 19.

Merrette, E. (2006) Company “doctors”: do higher academic qualifications make for “better” managers? Journal of Management Development, 24(2): 145-54.

Nybom, T. (2003) The Humboldt Legacy: Reflections on the Past, Present and Future of the European University. Higher Education Policy, 16(2): 141-159.

Schengenvisainformation (2022) Number of Doctoral Students in Germany Increases by 4% in 2021. Schengen Visa Information, 17^th August. Available on-line at https://www.schengenvisainfo.com/news/number-of-doctoral-students-in-germany-increases-by-4-in-2021/

Schneijderberg, C. (2021) Supervision practices of doctoral education and training. Studies in Higher Education, 46(7): 1285-1295.

Schneijderberg, C. and Teichler, U. (2018) Doctoral Education, Training and Work in Germany. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 13-34.

Steyn, R., Frick, L., Jahn, R.m Kohl, U., Mahoney, W., Nerad, M., and Yoshida, A. (2022. Supervision in context around the world. In M. Nerad, D. Bogle, U.Kohl, C. O’Carroll, C.Peters, and B. Scholz (eds.) Towards a Global Core Value System in Doctoral Education. London, UCL Press: 82-109. Available at: https://discovery.ucl.ac.uk/id/eprint/10154799/1/Towards-a-Global-Core-Value-System-in-Doctoral-Education.pdf

Watson, P. (2010) The German Genius. London, Simon and Schuster.

Wolter, A. (2017) The expansion and structural change of postsecondary education in Germany. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 100-109.

Ghana

Afeti G. (2017) Differentiation within the postsecondary education sector in Ghana. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 44-52.

Association of African Universities, Education sub-Saharan Africa, Population Reference Bureau (undated) Demographics of African Faculty: a pioneering pilot in Ghana. Available on-line at https://essa-africa.org/node/266

Ayee, J. (2022) Doctoral education in Ghana: Retrspect and prospects. Amouzouvi, D. (2022) Understanding doctoral studies in Benin: A case study of the University of Abomey-Calavi. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 137-158.

British Council and Deutscher Akademischer Austauschdienst (2018) Building PhD Capacity in Sub- Saharan Africa. Available on-line at https://www.britishcouncil.org/sites/default/files/h233_07_synthesis_report_final_web.pdf

Fredua-Kwarteng, E. and Ofosu, S. (2019) Doctorates are not the cure. Times Higher Education, 17th October: 28.

Greece

Scherngell, T. (2022) Greece. European Tertiary Education Register. https://zenodo.org/record/7097074#.Y0AD23bMK6l

Hong Kong

Lie, K. and Pang, V. (2018) The Postgraduate Research Experience in Malaysia. in D. Neubauer and P. Buasuwan (eds.) Asia Pacific Graduate Education. New York, Palgrave Macmillan: 93-116.

Iceland

Nerad, M. (2010) Increase in PhD Production and Reform of Doctoral Education. Higher Education Forum, 7: 69-83.

Scherngell, T. (2022) Iceland. European Tertiary Education Register. https://zenodo.org/record/7097174#.Y0AEiXbMK6l

India

Agarwal, P. (2017) India’s growth of postsecondary education: Scale, speed and fault lines. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 71-81.

Hulagabali, S. (2019) India’s review of PhD research Quality is set to significantly change research practices. Available online at https://blogs.lse.ac.uk/impactofsocialsciences/2019/08/09/indias-retrospective-review-of-phd- research-quality-is-set-to-significantly-change-research-practices/

Hulagabali, S. (2019) Could UGC’s review of PhD quality have a wider impact? University World News, 28th September. Available on-line at https://www.universityworldnews.com/post.php?story=20190925152400643

Jayaram, N. (2008) India. In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 221-248.

Jayaram, N. (2021) India. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 70-78.

Jayaram, N. (2023) India. . In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 57-66.

Jebaraj, P, (2019) UGC to review quality of PhD theses over 10 years. The Hindu, 28th May. Available on-line at https://www.thehindu.com/news/national/ugc-to-review-quality-of-phd-theses-over-10-years/article27277915.ece.

Maiai, S. (2019) 1000 PhD scholarships earmarked for ASEAN students. University World News, 19th September. Available on line at https://www.universityworldnews.com/post.php?story=20190919223946973

Niazi, S. (2021) Mandatory PhD for university posts postponed due to pandemic. University World News, 7th October. Available online at https://www.universityworldnews.com/post.php?story=20211007144120430

Niazi, S. (2021) Standardised national test for PhD admissions next year. University World News, 15th December. Available online at https://www.universityworldnews.com/post.php?story=20211215124858716

Varghese, N. (2020) The Role of Doctoral Education in Developing Research Capacities in India.. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 295-315.

Iran

Hemmati, R. and Mahdie, A. (2019) Iranian PhD students’ experiences of their learning environment and scholarly condition: a grounded theory study. Studies in Higher Education, DOI: 10.1080/03075079.2019.1576164.

Hemmati, R. (2021) Iran. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 79-87.

Islamic Republic of Iran, Ministry of Science, Research and Technology (2016) Statistics. Available on-line at https://msrt.it/en’page/20/statistics#Graduates.

Radio Farda (2018) Twenty Thousand PhD Graduates Are Unemployed in Iran. December 27^th: 1-3. Available on-line at https://en.radiofarda.com/a/thousands-phd-graduates-unemployed-in- iran/29679437.html

Ireland

Carton, J. (2021) Ireland. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 98-107.

Higher Education Authority of Ireland (2015) National Framework for Doctoral Education. Available on-line at https://hea.ie/assets/uploads/2017/04/national_framework_for_doctoral_education_0.pdf

National Academy for Integration of Research, Teaching and Learning (2010) Developing an institutional framework for supporting supervisors of research students. Available on-line at http://www.nairtl.ie/workgroupDocs/SupervisorSupport_Guide.pdf.

Nerad, M. (2010) Increase in PhD Production and Reform of Doctoral Education. Highe Education Forum, 7: 69-83.

Scherngell, T. (2022) Ireland European Tertiary Education Register. Available online at https://zenodo.org/record/6772430#.YsgxsXbMK6k

Italy

Scherngell, T. (2022) Italy. European Tertiary Education Register: Country Report. Available on-line at https://zenodo.org/record/7097038#.Y_bHv3b7Q2x

Standen, A. (2021) Italy. In S. Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 108-115.

Standen, A. (2023) Italy. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 67-76.

Vittorio, N. (2015) European Doctoral Programs in Light of EHEA and ERA. In A. Curaj, L. Mater, R. Pricopie, J. Salmi, and P.Scott (eds.) The European Higher Education Area: Between Critical Reflections and Future Policies. Switzerland, Springer: 545-560.

Back to index

Japan

Arimoto, A. (2018) Doctoral Education in Japan: Historial Development and Challenges. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 167-182.

Huang, F. (2020) From QuantitativeExpansion to Qualitative Improvement: Changes in Doctoral Education in Japan. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 316-339.

Huang, F. (2021) Japanese doctoral students’ stress: Main findings from a national survey in 2017. International Journal of Chinese Education. DOI: 10.1177/22125868211006206

Huang, P. (2019) Doctoral education needs reform to compete internationally. University World News, 6th July. Available on-line at https://www.universityworldnews.com/post.php?story=20190701120758605

Lau, J. (2021) Call for closer collaboration between PhDs and industry, Nobel winner tells Japanese sector. Times Higher Education, 10th June: 14.

Roll, D. (2020) The number of doctoral students in Japan is now almost half what it was 17 years ago. Japan Today, October 13th. Available online at https://japantoday.com/category/features/lifestyle/The-number-of-doctoral-students-in-Japan-is-now-almost-half-of-what-it-was-17-years-ago

Steyn, R., Frick, L., Jahn, R.m Kohl, U., Mahoney, W., Nerad, M., and Yoshida, A. (2022. Supervision in context around the world. In M. Nerad, D. Bogle, U.Kohl, C. O’Carroll, C.Peters, and B. Scholz (eds.) Towards a Global Core Value System in Doctoral Education. London, UCL Press: 82-109. https://discovery.ucl.ac.uk/id/eprint/10154799/1/Towards-a-Global-Core-Value-System-in-Doctoral-Education.pdf

Ushiogi, M. (1993) Graduate Education and Research Organization in Japan. . In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 299- 325.

Yamaoto, S. (2004) Universities and Government in Post-War Japan. The Canadian Journal of Higher Education, XXXIV(3); 105-126.

Yamamoto, S. (2008) Japan In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 204-220.

Yamamoto, S. (2021) Japan. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 108-115.

Yamamoto, S. (2023) Japan. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 77-83

Yonezawa, A. and Inenaga, Y. (2017) The consequences of market-based mass secondary education: Japan’s challenges. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 82- 90.

Jordan

Al Raqqad, M. (2019) Unemployed PhD holders cry foul as job opportunities seem increasingly far- fetched. Jordan Times, 6^th February. Available on-line at http://jordantimes.com/news/local/unemployed-phd-holders-cry-foul-job-opportunities-seem-increasingly-far-fetched

Kenya

Barasa, P. and Omulando, C. (2018) ) Research and PhD Capacities in Sub-Saharan Africa: Kenya Report. British Council and DAAD. Available on-line at https://www.daad.de/medien/der-daad/analysen-studien/research_and_phd_capacities_in_sub-saharan_africa_-_kenya_report.pdf

British Council and Deutscher Akademischer Austauschdienst (2018) Building PhD Capacity in Sub-Saharan Africa. Available on-line at https://www.britishcouncil.org/sites/default/files/h233_07_synthesis_report_final_web.pdf

Brodin, M. Wao, H. Karbonesa, C. and Onyango, N. (2023) Kenya/Uganda. . In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 84-98.

Fedua-Kwarteng, E. (2021) How to improve the quality of Africa’s doctoral education. University World News, 1st May,

Ferene, T. and Tamrat, W. (2021) The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms. International Journal of Doctoral Studies, 16: 319-335.

Ligami, C. (2019) Over 100 PhDs face reviews in single university. University World News, Africa Edition, 2nd August. Available online at https://www.universityworldnews.com/post.php?story=2019080207255286

Kazakhstan

Kuzhabekova, A. (2020) Development and Transformation of Doctoral Education in Kazakhstan. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 340-362.

Yekibay, M., Karabassiova, L., Mukhatayev, Z. and Yermukhambetova, A. (2022) The perception and the experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan. European Journal of Education, 57: 484-496.

Latvia

Amhaned, A., Varpina, Z., Dedze, I. and Kasa, R. (2018) Latvia: An Historical Analysis of Transformation and Diversification of the Higher Education System. In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan: 259-284.

Smolentseva, A., Huisman, J. and Froumin, I. (2018) Transformation of Higher Education Landscape in Post-Soviet Countries: From Soviet Model to Where? In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan:1-44.

Wolfmayr, A. and Zahradnik, G. (2022) Latvia. European Tertiary Education Register. https://zenodo.org/record/7097166#.Y0AE_nbMK6l

Lithuania

Leysite, L., Rose, A-L., Schimmelpfennig, E. (2018) Lithuanian Higher Education: Between Path Dependence and Change. In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan: 285-310.

Smolentseva, A., Huisman, J. and Froumin, I. (2018) Transformation of Higher Education Landscape in Post-Soviety Countries: From Soviet Model to Where? In A. Smolentseva, J. Huisman, and I. Froumin (eds) 25 years of Transformations of Higher Education Systems in Post-Soviet Countries. Palgrave Macmillan: 1-44

Zhahradnik, G. (2022) Lithuania. European Tertiary Education Register: Country Report. Available on-line at https://zenodo.org/record/7097037#.Y_bIfnbP02x

Luxembourg

Bryam, M., Adelheir, H., Hofmann, S. and Rachman, M. (2020) University of Luxembourg. M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 107-141.

Scherngell, T. (2022) Luxembourg. European Tertiary Education Register. https://zenodo.org/record/7097129#.Y0AFf3bMK6l

Malaysia

Fong, F. (2016) Higher Education Ministry maintains aim of producing 60,000 PhD holders by 2023. New Straits Times Online, 1st November. Available on-line at http://www.nst.com.my/news/2016/11/184937/Higher-Education- Ministry- maintains- aim-of-producing-60,000 PhD holders-2023

Lie, K. and Pang, V. (2018) The Postgraduate Research Experience in Malaysia. in D. Neubauer and P. Buasuwan (eds.) Asia Pacific Graduate Education. New York, Palgrave Macmillan: 93-116.

Nerad, M. (2010) Increase in PhD Production and Reform of Doctoral Education. Higher Education Forum, 7: 69-83.

Sharmini, S. (2023) Malaysia. . In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 99-107.

Malta

Wolfmyr, A. (2022) Malta. European Tertiary Education Register. https://zenodo.org/record/7097172#.Y0AF53bMK6l

Mexico

Alcantara, A., Malo, S. and Fortes, M. (2008) Mexico. In M.Nerad and M.Heggelund (eds.) Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide. Seattle, University of Washington Press: 146-170.

Moldova

Yekibay, M., Karabassitova, L., Mukhatayev, Z. and Yermukhambetova, A. (2022) The perception and the experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan. European Journal of Education, 57: 484-496.

Morocco

El Allmae, Y., Kassou, K. and Anas, H. (2022) Doctoral Education in Morocco: Current status, challenges and future prospects. Amouzouvi, D. (2022) Understanding doctoral studies in Benin: A case study of the University of Abomey-Calavi. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 159-183.

Mozambique

Almlov, C., Capunchande, R., Mariono, E. Mamuel, C. Januario, F., Amancio, H. and Capurchande, R. (2022) Challenges of doctoral programmes in Mozambique: Experiences from the case of Eduardo Mondlane University. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 62-80.

Almlov, C., Capunchande, R., Januario, F., and Geschwind, L. (2021) Trust within capacity building of supervision training: a study of Sweden and Mozambique. . In A. Lee and R. Bongaardt (eds.) The Future of Doctoral Education. London, Routledge: 79-91.

The Netherlands

Dutch News (2021) Ombudsman should turn tide of abusive behaviour by PhD supervisors. July 13th. Available online at https://www.dutchnews.nl/news/2021/07/ombudsman-should-turn-tide-of-abusive-behaviour-by-phd-supervisors/

Hu, Y. van Veen, K. and Corda, A. (2016) Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor. Studying Teaching Education, 12(1): 70-87.

Wolfmayr, A. and Zahradnik, G. (2022) Netherlands. Available online at https://zenodo.org/record/6772432#.YsgyKXbMK6k

New Zealand

Grant, B. (2016) Living with Ghosts: Enabling Identities for Pakeha Supervisors of Maori Doctoral Students. New Zealand Journal of Educational Studies, 51: 113-124.

Grant, B, and McKinley, E. (2011) Colouring the pedagogy of doctoral supervision: considering supervisor, student and knowledge through the lens of indigeneity. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2011.617087.

Kidman, J. (2007) Supervising Maori doctoral candidates. In C. Denholm and T.Evans (eds.) Supervising Doctorates Downunder. Acer Press: Camberwell Victoria, Australia: 164-172.

Kumar, V. and Spronken-Smith, R. (2023) New Zealand. . In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 108-118.

McKinley, E., Grant, B., Middleton, S. Irwin, K., and Tumoana Williams, L. (2011) Working at the Interface: Indigenous Students’ Experience of Undertaking Doctoral Studies in Aotearoa New Zealand. Equity and Excellence in Education, 44(1): 115-132.

Rae, I. (2001) False Start for the PhD in Australia. Historical Records of Australian Science, 14: 129- 141.

Nigeria

Agu, N. and Odimegwu, C. (2014) Doctoral Dissertation Supervision: Identification and Evaluation of Models. Education Research International: 1-9 http://dx.doi.org/10.1155/2014/790750

Akudolu, L-R., Adeyemo, K. (2018) ) Research and PhD Capacities in Sub-Saharan Africa: Nigeria Report. British Council and DAAD. Available on-line at https://www.daad.de/medien/der-daad/analysen-studien/research_and_phd_capacities_in_sub-saharan_africa_-_nigeria_report.pdf

Mba, D. (2019) What can be done about poorly performing universities? University World News, Africa Edition. 21st March 2019. Available on-line at https://www.universityworldnews.com/post.php?story=20190312152959282

Olibie, E., Agu, N. and Uzoechina, G. (2015) Characteristics of Postgraduate Education Mentoring in Universities in Nigeria: Curriculum Enhancement Strategies. Journal of Curriculum and Teaching, 4(1): 156-166

Yakubu, M., Ademola-Adeoye, F. and Falaiye, M. (2022) Doctoral training in Nigeria: Re-engineering the existing stysem for sustainable higher education institutions. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 105-122

Norway

Burner, T., Bjerkholt, E., Gaathaug, A., Kleiven,, S., and Ljosa, T.M. (2020) Doctorateness across Higher Education Institutions in Norway. Uniped, 43(1): 3-18.

Dobson, S. (2018) Assessing the Viva in Higher Education. Springer. Doi: 10.1007/978-3- 319-64016-7.

Smith, K. (2022) Developing a signature pedagogy for doctoral education. European Journal of Education, 57: 438-451

Zahradnik, G. (2022) Norway. European Tertiary Education Register. Available online at https://zenodo.org/record/6772436#.YsgyfXbMK6k

Pakistan

Batool, S., Ali, A., and Safdar, M. (2021) What Pakistani doctoral students want? A qualitative exploration of their research experiences. Global knowledge, Memory and Communication. DOI:10.1108/GKMC-04-2021-0074.

Kahn, A. (2019) Rising number of jobless PhD scholars causes concern. University World News, 8^th February. Available on line at https://www.universityworldnews.com/post.php?story=20190208093402982

Riaz, M. and Rizwan, M. (2021) Supervising the supervisors. Times Higher Education, 15th April: 28

Philippines

Calma, A. (u.d.) Research training in the Philipines: exploring the issues for a nation striving to enhance research quality. Available on-line at https://www.academia.edu/274483/Research_Training_In_the_Philippines_Exploring_the_I ssues_for_a_Nation_Striving_to_Enhance_Research_Quality

Poland

European Commission (2017) Peer Review: Poland’s Higher Education and Science System. European Commission. Available on-line at https://rio.jrc.ec.europa.eu/sites/default/files/report/PSF- Peer_review_Poland__FINAL%20REPORT.pdf

Kweik, M. (2021) Poland. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 116-124.

Mei, Y. (2018) Transformation and Trend of Doctoral Education in China and Poland (1980s-2010s). A Comparative Study. 21^st Century Pedagogy. 1: 47-60.

Styczynska, N. and Zubec, M. (2020) Jagiellonian University, Poland.. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 89-106.

Portugal

Araugo de sa, M., Costa, N, Guerra, C. Lopes, B., Lourenco, M. and Pinto, S. (2020) University of Aveiro, Portugal. in M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 15-51.

Patricio, M. and Santos, P. (2020) Collaborative Research projects in doctoral programs: a case study in Portugal, Studies in Higher Education, 45(11): 2311-2323.

OECD (Organisation for Economic Co-operation and Development) (2021).Reducing the Precarity of Academic Research Careers. OECD Science, Technology and Industry Policy Papers, 113. Available online at https://www.oecd.org/publications/reducing-the-precarity-of-academic- research- careers-0f8bd468-en.htm

Santos, P., Veloso, L. URze, P. (2020) Students matter: the role of doctoral students in university- industry collaborations. Higher Education Research and Development. DOI 10.1080/07294360.2020.1814702.

Tavares, O., Sin, C., and Soares, D. (2020) Building Bridges Between Industry and Academic: What is the Profile of an Industrial Doctorate Student? in S. Cardoso, S., O. Tavares, C. Sin, and T. Carvalho (Eds.) Structural and Institutional Transformations in Doctoral Education. Palgrave- Macmillan, e-publication: 347-373.

Teiziera, P. and Videira, P. (2017) A Tale of Expansion and Change: Major Trends in Doctoral Training and in the Doctoral Population of Portugal. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 67-90. B

Russia

Altbach, P. (2021) Don’t write off Russia’s efforts to ascend the global rankings. Times Higher Education, 21st January|: 30

Bekova, S. (2019) Does employment during doctoral training reduce the PhD completion rate? Studies in Higher Education, DOI: 10.1080/03075079.2019.1672648.

Bekova, S., Terentev, E. and Maloshonok, N. (2021) Russia. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 125-134.

Bekova, S. Terentev, E. and Maloshonok, N,. (2023) Russia. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 119-126.

Gruzdev, I., Terentev, E., and Dzhafareva, Z. (1019) Superhero or hands-off supervisor? An empirical categorization of PhD supervision styles and student satisfaction in Russian universities. Higher Education, DOI https//doi.or/10.1007/s10734-019-00437-w

Kobzar, E. and Roschin, S. (2020) Russian Doctoral Education: Between Teaching and Research. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 127-151.

Maloshonok, N. and Terentev, E. (2018) National barriers to the completion of doctoral programs at Russian universities. Higher Education. https://doi.org/10.1007/s10734-018-026709.

Maloshonok, N. and Terentev, E. (2019) Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities. Educational Studies Moscow, 3: 8-42.

Matthews, D. (2020) Russian politics ‘plagued by PhD plagiarism’ Times Higher Education, 26th November: 21.

Osipian, A. (2012) Economics of corruption in doctoral education: The dissertations market. Economics of Education Review, 31: 76-83.

Osipian, A. (2018) Why Putin’s 5-100 project is doomed to fail. . University World News, Global Edition Issue 523. 5^th October. Available on-line at https://www.universityworldnews.com/post.php?story=20181002154128208

Smolentseva, A. (2007) The Changing Status of the PhD Degree in Russia: An Academic Attribute to the Nonacademic Labor Market. European Education, 39(3): 81-201.

Terentev, E. Bekova, S. and Maloshonok, N. (2021) Three challenges to Russian system of doctoral education: Why only one out of ten doctoral students defends thesis? International Journal of Chinese Education, 1(10). DOI 10.1177/22125868211007016.

Yudkevich, M. (2017) Diversity and uniformity in the structure of Russian higher education. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 110-120.

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Scandinavia, general

Williams, A., Jones, M., Jonsson, R., Harris, R and Mulvany, M. (2919) A comparison of doctoral training in biomedicine and medicine for some UK and Scandinavian graduate programmes: learning from each other. FEBS Open Bio, 9: 830-839.

Senegal

Dime, M (2018) Research and PhD Capacities in Sub-Saharan Africa: Senegal Report. British Council and DAAD. Available on-line at https://www.daad.de/medien/der-daad/analysen-studien/research_and_phd_capacities_in_sub-saharan_africa_-_senegal_report.pdf

Singapore

Slovakia

Bloch, B. (2021) Plagiarism scandals devalue doctorates in central Europe. Times Higher Education, 1st April: 29

Slovenia

Saver, M. (2020) Centennial celebrqtion of the first doctorate awarded at Slovenian universiities. STatweb: Development and Technology. available on-line at https://www.stat.si/StatWeb/News/Index/8968

South Africa

Bitzer, E. (2023) South Africa. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 127-138.

Breier, M. and Herman, C. (2017) The PhD conundrum in South African academia. Higher Education Quarterly, 71: 352-368.

Council on Higher Education (2022) Doctoral Degrees: National Report. Available online at https://www.che.ac.za/rotating-banner-image/doctoral-degrees-national-report

Frick, L. and Pyhalto, K. (2022) Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International, 59(1): 70-81.

Grossman, E. (2018) Alternative Research-Related Spaces In Postgraduate Research Training. In Padro, F., Erwee, R., Harmes, Meredith, Harmes Marcus, and Danaher, P. (eds.) Postgraduate Education in Higher Education. Springer, Singapore: 1-15.

Grossman, E. and Crowther, N. (2021) South Africa. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 135-144.

Makoni, M. (2018) Doctoral qualification standard gets favourable review. University World News, Global Edition Issue 524. 19^th October. Available on-line at https://www.universityworldnews.com/post.php?story=20181018142410615

McKie, A. (2019) Murder of Dean who exposed fraud shines spotlight on corruption. Times Higher Education, 3nd January: 15.

Mkhize, N. (2022) The state of doctoral training in South Africa: Current and emerging practices. In R. Sooryamoorthy and C. Scherer (eds.) Doctoral Training and Higher Education in Africa. London, Routledge: 36-60.

Mohamedbhai, G. (2020) Quality assurance of doctoral education is now urgent. University World

News Africa Edition, 11th June. Available on line at https://www.universityworldnews.com/page.php?page=Africa_Edition

Mohamedbhai, G. (2022) SA’s PhD review: its relevance for other countries in Africa. University Word News, 15th September. Available on-line at https://www.universityworldnews.com/post.php?story=20220912161536808

Motshoane, P. and McKenna, S. (2021) Crossing the border from candidate to supervisor: the need for appropriate development. Teaching in Higher Education, 26(3): 387-403.

Ngulube, P. (2021) Postgraduate Supervision Practices in Educational Research and the Creation of Opportunities for Knowledge Sharing. Problems of Education in the 21st Century, 29(2): 255-271

Teferra, D. (2020) Imperatives and Realities of Doctoral Education in Australia.. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 238-266.

South Korea

Byoun, S. (2021) South Korea. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 145-153.

Lim, H. and Shin, J-C. (2018) Doctoral Education in South Korea: On the Way Toward Becoming an Independent Research Hub. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 183-202 B

Lim, H-J, Kim, S-J, and Shin, J-C. (2020) Rapid Development and Current Re-thinking in Doctoral Education in South Korea. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 363-389.

Spain

Brentel, H. (2018) Doctoral Supervision. Frankfurt am Main, Helmut Brentel.

Castello, M. (2023) In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 134-146.

Castello, M. and Pugadas, X. (2021) Spain. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 154-163.

Paler, M. and De la Torre, E. (2022) Spain. European Tertiary Education Register. Available online at https://zenodo.org/record/6770124#.Ysgy23bMK6k

Rigg, P. (2016) Bolgna and bust lead to a boom in doctorates. University Word News, 16th March. Available on-line at http://www.universityworldnews.com/article.php?story=20160316215151430

Universitat Oberta de Catalunya (2018) Training programme in Soft Skills for Doctoral Thesis Supervisors. Available on-line at https://studies.uoc.edu/en/doctoral-programmes/training- doctoral-thesis-supervisors/presentation.

Sub-Saharan Africa, general

British Council and Deutscher Akademischer Austauschdienst (2018) Building PhD Capacity in Sub-Saharan Africa. Avaulable on-line at https://www.britishcouncil.org/sites/default/files/h233_07_synthesis_report_final_we b.pdf

Cross, M. and Backhouse, J. (2014) Evaluating Doctoral Programmes in Africa: Context and Practices. Higher Education Policy, 27: 155-174.

Hayward, F. and Ncayiyana, D. (2014) Confronting the Challenges of Graduate Education in sub-Saharan Africa and Prospects for the Future. International Journal of African Higher Education, 1(1): 173-216. htpps://doi.ord/10.6017/ijhr.v1i1.5647.

Hayward, F. and Ncayiyana, D. (2015) Confronting the Challenges of Graduate Education in sub-Saharan Africa. International Higher Education, 79: 16-18.

Lindtjorn, B., Tadesse, M. and Loha, E. (2019) Developing a sustainable PhD programme: Experiences from southern Ethiopia. in T. Halversen, K. Skare and R> Krevel (eds). Sharing Knowledge, Transforming Societies. Capte Town, South Africa: African Minds 442-456.

Stackhouse, J. and Harle, J. (2014) The Experiences and Needs of African Doctoral Students: Current Conditions and Future Support. Higher Education Policy, 27: 175-194.

Jowi, J. (2021) Doctoral training in African universities: recent trends, developments and issues. Journal of the British Academy, 9(1): 159-181.

van t’Land, H. (2011) The Changing Nature of Doctoral Studies in sub-Saharan Africa. International Association of Universities.  DOI 10.13140/RG.2.1.3560.2407

Sweden

Ahlberg, A. (2021) Integration of doctoral supervisor courses in the research culture. In A. Lee and R. Bongaardt (Eds.) The Future of Doctoral Research. London, Routledge: 239-248..

Barnett, J., Harris, R. and Mulvany, M. (2017) A comparison of best practices for doctoral training in Europe and North America. FEBS Open Bio, 7: 1444-1452.

Brentel, H. (2018) Doctoral Supervision. Frankfurt am Main, Helmut Brentel.

Brodin, E., Sonesson, A. and Alhberg, A. (2021) Sweden. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge:

Elmgren, M., Forsberg, E., Linberg-Sand, A., Sonesson, A. (2016) The formation of doctoral education. Lund University, Lund. Available on-line at https://lup.lub.lu.se/search/publication/a18f564b-bce2-4934-b687-06f3148aae39

Geschwind, L. (2018) Doctoral Training in Sweden: History, Trends and Developments. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 35-50. B

Jansson, J. and Roman, H. (2016) The making of a professional academic: an analysis of Swedish doctoral supervision policy. Nordic Studies in Educational Policy, 2: 32734 – http://dx.doi.org/10.3402/nstep.v2.32734

Joelsson, E. (2017) From Chosen to Educated: Persona in Swedish government Official Reports Concerning Research Training 1945-2004. PhD Dissertation, University of Gothenberg. Available on-line at https://gupea.ub.gu.se/bitstream/2077/51493/1/gupea_2077_51493_1.pdf

Karlstad University (2017) Supervising doctoral and licentiate students. Karlstad University. Available on-line at https://www.kau.se/files/2017-05/Supervision_Course%20information%202017-2018.pdf

Karolinska Institute (2018) Introductory doctoral supervision course. Karolinska Institute Available on-line at https://staff.ki.se/introductory-doctoral-supervision-course

Karolinska Institute (2018) Web course for doctoral supervisors at KI. Karolinska Institute. Available on-line at https://staff.ki.se/web-course-for-doctoral-supervisors-at-ki

Stigmar, M. (2018) Learning from reasons given for rejected doctorates: drawing on some Swedish cases from 1984-2017. Higher Education, 77: 1031-1045.

Viberg, H. (2023) Sweden. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 147-155.

Zahradnik, G. (2022) Sweden. European Tertiary Education Register: Country Report. Available on-line at https://zenodo.org/record/7097014#.Y_bKQHbP02x

Switzerland

Baschung, L. (2018) Cooperation and Competition in Swiss Doctoral Training: For the Sake of the Knowledge Society? In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 51-66. B

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Taiwan

Chen, R. J-C. (2018) Doctoral Education in Taiwan: Balancing Market Demands and Supply. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 223-236.

Chou, S-s., Yang, C-H., and China, G. (2018) Challenges and Strategic Development of PhD Education at Fu Jen Catholic University. In D. Neubauer and P. Buasuwan (eds.) Asia Pacific Graduate Education. New York, Palgrave Macmillan: 135-146.

Tajikistan

Thailand

Turkiye

Gokalp, G. (2021) Turkey. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 175-182.

Gokalp, G. (2023) Turkey. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 156-164.

Wolfmayr, A. and Zahradnik, G. (2022) Turkey. European Tertiary Education Register, . Available online at https://zenodo.org/record/6420639#.YsgzO3bMK6k

Uganda

Brodin, M. Wao, H. Karbonesa, C. and Onyango, N. (2023) Kenya’Uganda. . In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 84-98.

Fedua-Kwarteng, E. (2021) How to improve the quality of Africa’s doctoral education. University World News, 1st May, Retrieved from Muriisa, R. (2015) The State of Doctoral Education in Social Sciences in Uganda: Experiences and Challenges of Doctoral Training at Mbarara University of Science and Technology 2003-2010. Journal of Education and Practice, 6(10): 204-213.

Rukundo, A. (2019) A comparative analysis of a pathway model and manuals to assess efficiency of pedagogical training in doctoral supervision in Uganda. Innovations in Education and Teaching International, DOI 10.1080/14703297.2019.1657033

Ukraine

Osipian, A. (2019) Let me write a dissertation for you: the micro-level cost benefit approach to doctoral degree fraud. Compare: A Journal of Comparative and International Education. DOI 10.1080/03057925.2019.163801,

United Arab Emirates

Karabchuk, T. (2020) United Arab Emirates: A Doctoral Start Up. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 443-466.

United Kingdom

Becher, T. (1993) Graduate Education in Britain: The View from the Ground. . In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 115-156.

Oxford University (2020) Who were the first DPhil scholars? Available online at https://www.ox.ac.uk/dphil-centenary/first-dphil-scholars.

Scherngell, T. (2022) United Kingdom. European Tertiary Education Register: Country Report. Available on-line at https://zenodo.org/record/6779712#.Y_bKonbP02x

Taylor, J. (2018) The Impact of the First World War on British Universities. London, Palgrave Macmillan.

Taylor, S. (2021) The United Kingdom. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 183-194.

Taylor, S. (2023) The United Kingdom. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 165-176..

United States (USA)

Altbach, P. (2017) The necessity and reality of differentiated postsecondary systems. In P. Altbach, L. Reisberg, and H. de Wit (eds) Responding to Massification: Differentiation in Postsecondary Education Worldwide. Global Perspectives on Higher Education, 37. Rotterdam, Sense Publishers. DOI 10.1007/978-94-6351-083-7: 14-23.

Archbald, D. (2011) The Emergence of the Non-traditional Doctorate: A Historical Overview. New Directions for Adult and Continuing Education, 129: 8-19.

Barnett, J., Harris, R. and Mulvany, M. (2017) A comparison of best practices for doctoral training in Europe and North America. FEBS Open Bio, 7: 1444-1452.

Cummings, W. and Bain, O. (2018) US Doctoral Study to Early Career. In J-C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E-book, Springer: 91-104.

Austin, A. and Miller, E. (2020) Strengths, Challenges and Opportunities for US Doctoral Education. In M. Yudkevich, Altbach, P. and de Wit, H. (2020) Trends and Issues in Doctoral Education: A Global Perspective. London, Sage: 181-212.

Gardner, S.K. (2009) The Development of Doctoral Students: Phases of Challenge and Support, Josey-Bass, San Franciso CA. Book

Goodchild, L. and Miller, M. (1997) The American Doctorate and Dissertation: Six Developmental Stages. New Directions for Higher Education, 99: 17-32.

Gumport, P. (1993) Graduate Education and Organized Research in the United States. . In B.Clark (ed.) The Research Foundations of Graduate Education. Oxford, University of California Press: 225-260.

Holley, K. A. (2021) The United States. In S.Taylor, M. Kiley and K.A. Holley (eds.) The Making of Doctoral Supervisors. London, Routledge: 195-203.

Holley, K.A. (2023) The United States. In V. Kumar, S.Taylor and S.Sharmini (eds.) Doctoral Examination: Exploring Practice Across the Globe. London, Routledge: 177-186.

Langin, K. (2019) A wave of graduate programs drops the GRE application requirement.

Science, 29th May Available on-line at https://www.sciencemag.org/careers/2019/05/wave-graduate-programs-drop-gre- application-requirement

Offerman, M. (2011) Profile of the Nontraditional Doctoral Degree Student. New Directions in Adult and Continuing Education, 129: 21-30.

Uzbekistan

Vietnam

Pham, H. (2021) New doctoral education regulation sparks heated public debate. University World News, 21st August. Available on line at https://www.universityworldnews.com/post.php?story=20210817143150130

Zimbabwe

Garwe, E. (2015) The Status Quo of Doctoral Education in Universities in Zimbabwe. Journal of Studies in Education, 5(3): 22-36.

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