ABSTRACT

In this conceptual article, I present a hierarchical view of the iterative process of learning and development as applied to the doctoral context and make a conceptual case for Doctoral Intelligence based on an analogous link to Cultural Intelligence. There are four proposed Doctoral Intelligence domains: Knowing (developing expertise), Doing (benefits of practice), Thinking (high-order mental processing) and Willing (open-mindedness for continual development). Insights into the hierarchical process of learning and development and the mindsets needed could provide clarity about what a doctorate entails and direction for doctoral education initiatives. Interventions focusing on student’s unique research identity development through these knowing, doing, thinking and willing mindsets could contribute to not only enhancing the quality of the process, product and outcome of the doctorate, but for the development of lifelong researchers beyond the qualification.

摘要

在这篇概念性文章中，我提出了应用于博士背景的学习和发展迭代过程的层次结构视图，并基于与文化智能的类似联系为博士智能提供了一个概念案例。有四个建议的博士智能领域：知道（发展专业知识）、做（实践的好处）、思考（高阶心理处理）和意愿（持续发展的开放思想）。深入了解学习和发展的层次化过程以及所需的心态，可以清楚地了解博士学位需要什么以及博士教育计划的方向。通过这些知道、做、想和愿意的心态，关注学生独特的研究身份发展的干预措施不仅有助于提高过程的质量，