Doctoral intelligence
A framework for developing mindsets for doctorateness in changing doctoral contexts
Bibliographic Data
| ID | 21556276 |
|---|---|
| Authors | Ruth Albertyn (0000-0002-3022-5409, Stellenbosch University, corresponding author) |
| Year | 2024 |
| Volume | 43 |
| Issue | 5 |
| Pages | 1011-1025 |
| Publication date | 2024-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2024.2315032 |
| OpenAlex | W4391943873 |
| Language | EN |
| Citations received | 3 |
| References cited | 54 |
Shifting doctoral contexts disrupt conventional doctoral educational practice. A research development framework is thus necessary; one that can advance quality research but also enhance skills for social impact beyond the qualification. The doctoral intelligence framework has been conceptualised to provide a map of the doctoral terrain and represents the knowing, doing, thinking and willing mindsets or mental tools necessary for success. The article reports on a study to enrich this research development framework through an empirical exploration among a sample of 22 mainly part-time PhD students and graduates. The aim of the study was to identify mindsets for developing doctorateness. The findings extend insights into the four key mindsets related to scholars’ cognition regarding the process and product of the PhD (knowing), self-management for ownership when stuck (doing), the process that extends various thinking mindsets, and the willing mindset for sustaining momentum during the doctorate. This enriched perspective of the doctoral intelligence framework will guide educators regarding pedagogical realignment for the modern context to enhance the quality of research and also better develop the knowledge makers of the future
Engineering ethics · Knowledge management · Pedagogy · Sociology · Computer Science · Creativity in Education and Neuroscience · Doctoral Education Challenges and Solutions · Engineering · Health and Medical Research Impacts · Psychology
Cultural Intelligence
Intelligence
An overview of the qualitative descriptive design within nursing research
Seeking Qualitative Rigor in Inductive Research
A systematic review of doctoral graduate attributes
A rationale for trauma-informed postgraduate supervision
Understanding educational development in terms of the collective creation of socially-just curricula
Researcher developers traversing the borderlands
Containing and harnessing uncertainty during postgraduate research supervision
Towards a model of resilience protection
A novel perspective on doctoral supervision
Supervising doctoral students
A scoping review of the changing landscape of doctoral education
Hass PhD graduate careers and knowledge transfer
Integrating contemplative pedagogy and anti-oppressive pedagogy in geography higher education classrooms
Projectification of Doctoral Training? How Research Fields Respond to a New Funding Regime
Beyond General Intelligence (IQ) and Emotional Intelligence (EQ)
What difference does ‘integral’ make
Wisdom
Using thematic analysis in psychology
Boundary management in doctoral supervision
How can we develop supervisors for the modern doctorate
Peer learning' as pedagogic discourse for research education1
Critical and creative thinking nexus
Conceptions of research
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |