ABSTRACT

This paper examines the pedagogies of collaborative doctoral education. Collaborative doctoral studentships link the academy to wider societal concerns and aim to address unease about employability post-PhD. Dominant discourses of collaboration by UK Research and Innovation (UKRI), and its associated research councils, give primacy to importance of knowledge exchange within doctoral education. By drawing on my own experiences of undertaking a collaborative studentship this paper articulates the benefits of a reflective pedagogical approach to collaborative studentships. This reflective pedagogy is both a way in which collective aims are potentially accomplished and an opportunity to understand more about the institutions, systems and environments in which the research relationship is embedded. This approach resonates with participatory geographies literature and this body of work can be drawn on to support collaborative students to explore the relational dynamics of the research process and reflect on the role of the university. A reflective approach highlights the importance of the relationships that are produced through collaborative research and it is by attending to these relationships that collaborative students can understand more about the inner socio-political worlds of both the academy and their non-academic partners

摘要

本文探讨了协作博士教育的教学法。合作博士生奖学金将学院与更广泛的社会关注联系起来，旨在解决对博士后就业能力的不安。英国研究与创新 (UKRI) 及其相关研究委员会的主要合作话语将博士教育中知识交流的重要性放在首位。通过借鉴我自己开展合作学生项目的经验，本文阐明了反思性教学方法对合作学生项目的好处。这种反思性教学法既是实现集体目标的一种方式，也是一个机会，可以更多地了解研究关系所嵌入的机构、系统和环境。这种方法与参与式地理文献产生共鸣，可以利用这些工作来支持合作学生探索研究过程的关系动态并反思大学的作用。反思性方法强调了通过合作研究产生的关系的重要性，正是通过关注这些关系，合作学生可以更多地了解学术界及其非学术合作伙伴的内部社会政治世界