What should doctoral education look like? Prior research has tended to focus on the broad curriculum, especially as it relates to the development of researchers, but with a (mostly) brief nod to the teaching role of future professors. Even if the traditional preparation of PhDs in management was appropriate before and may have even reflected engaged practice through involvement in research and teaching apprenticeships, that configuration no longer seems appropriate to changes we will continue to see in higher education. Doctoral instruction will need to rise to the challenge by creating approaches that engage these new learners while we capitalize on new platforms and environments. The possibilities for research in doctoral education have never been more promising, and the use of new approaches for engagement never more critical. In this themed section, we offer three articles that capture the excitement, tensions, and promise of engaged learning in doctoral education. Perhaps not surprisingly, each recognizes doctoral education as an often emotionally charged, and even difficult, experience. These reactions are likely intrinsic to the process of learning and the work of “becoming.”

中文翻译：

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博士课程的教与学：主题部分介绍

博士教育应该是什么样的？先前的研究往往侧重于广泛的课程，特别是因为它与研究人员的发展有关，但（大部分）对未来教授的教学角色略有点头。即使传统的管理学博士准备以前是合适的，甚至可能通过参与研究和教学学徒制反映了参与实践，但这种配置似乎不再适合我们将在高等教育中继续看到的变化。在我们利用新平台和环境的同时，博士教学需要通过创建吸引这些新学习者的方法来迎接挑战。博士教育研究的可能性从未如此有希望，使用新的参与方法也从未如此重要。在这个主题部分，我们提供了三篇文章，捕捉了博士教育中参与式学习的兴奋、紧张和前景。也许并不奇怪，每个人都认为博士教育是一种经常充满情感、甚至是困难的经历。这些反应很可能是学习过程和“成为”工作所固有的。