000 04455nam a22005655i 4500
999 _c101843
_d101843
001 978-981-13-6990-2
003 DE-He213
005 20210116151655.0
007 cr nn 008mamaa
008 190617s2019 si | s |||| 0|eng d
020 _a9789811369902
024 7 _a10.1007/978-981-13-6990-2
_2doi
040 _cМУБИС
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
072 7 _aJNM
_2thema
082 0 4 _a378
_223
100 1 _aBowden, John A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aPlaying the PhD Game with Integrity
_h[electronic resource] :
_bConnecting Research, Professional Practice and Educational Context /
_cby John A Bowden, Pamela J Green.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aXVII, 300 p. 13 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aUnderstanding Teaching-Learning Practice,
_x2522-0845
505 0 _a1 'Playing the PhD game' with integrity: An overview -- 2 The moral compass framework (MCE) for resolution of wicked problems in doctoral education -- 3 Moral development within the doctoral system -- 4 Connected moral capability: The missing link in doctoral education -- 5 Completion mindsets and contexts in doctoral education: Pursuing efficiency and quality with integrity -- 6 Integrity principles for the conduct of research -- 7 Decision-making with integrity in doctoral research practice -- 8 Writing with integrity -- 9 Creative team authorship: Sequential and cascading mutual catalysis -- 10 Establishing integrity in doctoral research training -- 11 Learning to use 'negotiated sense' on wicked problems beyond the PhD.
520 _aThis book focuses on integrity throughout the PhD journey and beyond, and is organised around two main themes: (1) integrity in relation to the capabilities developed by doctoral candidates for professional practice; and (2) integrity and coherence at the PhD system level. The working methods of key participants such as PhD candidates, supervisors, university managers, government agencies and politicians are central to achieving integrity goals within PhD programmes. In this context, a number of constructs are developed that inform the practice-based elements of the book in relation to conducting doctoral research, research supervision, academic writing, and research training support systems; in particular, these include our Moral Compass Framework for professional integrity, notions of collective morality, decision-making when faced with ‘wicked’ problems, connected moral capability and our double-helix model of capability development, negotiated sense in contrast with common sense, completion mindsets and contexts, mindfulness, liminality, and mutual catalysis in joint authorship. While the data the book employs stems from practice-led research within the Australian doctoral system, the conclusions drawn are of global relevance. Throughout the book, wherever appropriate, comparisons are made between the Australian context and other contexts, such as the doctoral systems of the United Kingdom, Europe and the United States.
650 0 _aHigher education.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 1 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
700 1 _aGreen, Pamela J.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811369896
776 0 8 _iPrinted edition:
_z9789811369919
776 0 8 _iPrinted edition:
_z9789811369926
830 0 _aUnderstanding Teaching-Learning Practice,
_x2522-0845
856 4 0 _uhttps://doi.org/10.1007/978-981-13-6990-2
942 _2ddc
_cEBOOK