DIISR ALTC-DDoGS Pathways Project ALTC Coursework Masters Project

DIISRALTC-DDoGS Pathways ProjectALTC Coursework Masters Project

Margaret Kiley

CEDAM

The Australian National University

Australian data

• Increasing variation at the PhD level e.g. – Australian median age on graduation is 37– At one Go8 median was 33 with 14.7%

graduates in Hum/ Soc Sci and 49.4% in Sci– At an IRU age was 40 with 47.4% in Hum/

Soc Sci and only 23.9% in Sci. (Neumann & Tan, 2011)

• Increasing % of PhD applicants without Honours (research or c/w masters)

Margaret Kiley: CEDAM The ANU 2

Postgraduate Student enrolments (DEEWR data)


Masters students by gender (DEEWR data)


Coursework masters by age (DEEWR data)


Interest in research by age (POSSE data)


Deans of Graduate Studies…

• …when asked what knowledge, skills and aptitudes they looked for in a PhD applicant and how the applicant could demonstrate this, suggested the following


Knowledge

Deep disciplinary knowledge (although not necessarily in the discipline of the PhD)

Final year exam results

Awareness of epistemological issues to inform research and facilitate disciplinary work and lateral thinking

Interview, references and interviews with referees

Intelligence Test e.g. UMATExam results

Skills (1)Solve extended problems Significant role & experience

in completing major research projects

Research proposal and exemplars of previous work

Base communicationHigh level academic writingCritical & analytical writing and readingOrganise ideas/ present argumentTeam makingAnalyse, synthesise, contextualise & solve problems

Skills (cont)Inter-relate and work with experienced researchers

Interview, references and interviews with referees

Organisational capacity, time management, project management, ability to complete extended projectLearn from mistakesTeam making

Produce and communicate knowledge

Results of relevant courses from Testamur

Aptitudes

Persistence, drive

Interviews, references and interviews with referees,

Creative IntelligenceImaginationCritical and analytical writing and readingCapacity to learn to be independentSelf motivatedCapacity to work hard

DDoGS thinking and current context

• Increased enrolments in coursework masters (decrease in research masters)

• At the same time, pressure to train and graduate researchers

• Honours under pressure as an undergraduate award

• What are pathways to doctoral entry?



ALTC-DDoGS Project

• Funding $10,000 from ALTC for one year

• To answer: – What are the various pathways that potential

candidates take to, through, out of, and from their doctoral program?

– What is the exit point and qualification if they want to leave a PhD program without completing?

ALTC I have done a coursework masters project• Funding $200,000 from ALTC for 2 years

to:– Gain a better understanding of the research

education components of coursework masters programs

– Identify what sorts of coursework masters programs provide an effective, supportable entry to a research program in Australia


Sample

Masters Project Additional for DDoGS Project

Go8 UNSW MonashIRU JCU FlindersATN QUT UniSAOther ECU Wollongong


DDoGS Project Activities

• Overseas models of entry to doctorates

• Survey of Australian universities re entry requirements

• Sample of Australian universities– Interview the Dean of Graduate Studies– Collect data from each sample university’s

web site regarding re relevant information


Overseas universities

Canada McGill UBC

USA Michigan State New York University

UK Durham Oxford Brookes

Sweden Gothenburg Lund

Germany Kassel Freiburg

Malaysia University of Malaya Universiti Putra Malaysia

NZ Otago Victoria at Wellington


Findings

• Universities most commonly seek– masters degree (e.g. in proposed discipline or by

research)

– research experience (e.g. publications emanating from research)

– academic achievement (e.g. honours, awards)

– research proposal (e.g. statement of intentions/interests/goals)

– language proficiency (e.g. English)


Note

• A number of universities beyond Australia:– identify only disciplinary specific PhD entry

requirements (or in addition to general entry requirements); and

– refer to ‘graduate studies entry requirements’ (e.g. that embrace Masters and Professional Doctorate as well as PhD by research programs)


Australian university survey

• Twenty (51%) seek evidence of:– academic achievement / ability / writing (e.g.

honours, higher degree, advanced knowledge)

– research performance / readiness / potential (e.g. research training, professional /work experience)


Other

• Eleven (55%) provide exit credit towards other qualifications but this does not appear to be standard practice in seven (35%).

• Six (30%) have special consideration for non-traditional candidates and further five (25%) provide targeted equity support. Seven (35%) have no formal strategies


Cont.

• Twelve (60%) have courses, workshops and online facilities, with three (15%) mandating completion of a research methods program concurrently with the degree. Four (20%) have no specific training

• Thirteen (65%) have online support for part-time candidates. Four (20%) have no formal support


Interviews: Deans of Graduate Studies

• The most frequent finding related to variation in:– Cohort: gender, age etc– Ways of meeting needs– Discipline mix– Programs


Interviews: PhD students

• Challenges of research methodologies etc

• Noted honours students or masters by research students could have very similar problems

• Individual capability and drive were big factors in overcoming those challenges


Interviews: Supervisors and Convenors

• Significance of programs re industry• Research training for students• Coursework masters as a realistic pathway

to the PhD• Project management skills learned in

coursework masters• The future of higher degree research at

universities in general (ERA)


Discussion

• Substantial increase in the number of entrants• Particular increase in the 20-29 age cohort• Older students and female students more likely

to express interest in research• Specific research required about the disciplinary

nature of the variation in age, gender etc• Construction of the coursework masters program

with the most appropriate training for doctoral applicants


What might this mean for:

• Funding Policies: fee-paying vs RTS

• Supervisor training and development

• AQF levels

• Construction of coursework programs

• Attracting future researchers from industry



Dr Margaret KileyCEDAMThe Australian National [email protected]

ALTC Masters projecthttp://courseworkmasters.anu.edu.au/

ALTC Pathways projecthttp://cedam.anu.edu.au/people/dr-margaret-kiley/research-and-publications/ddogs_project

DISCLAIMER

Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.

The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd.

Documents

DIISR ALTC-DDoGS Pathways Project ALTC Coursework Masters Project