Supervision and research training within the professional research community

Supervision and research training within the professional research community : seeking new challenges of doctoral education in Estonia.

Supervision and research training within the professional research community: Seeking new challenges of doctoral education in Estonia The current dissertation deals with the pedagogical problems (supervision, training, educational management) of Estonian doctoral education in the context of international developments in the doctoral education field. By acknowledging doctoral study as learning research, supervisors and other members of research community establish the learning needs of their doctoral candidates and provide training for the corresponding research strategies. Collaboration in the research community is a significant factor in creating new knowledge and obtaining skills that are transferable into various R&D activities. Taking into consideration that the efficiency of doctoral studies can be treated as the achievement of objectives on two counts: first, by meeting the requirements of academia and, secondly in producing a critical mass of highly qualified specialists necessary to develop a research based economy, the dissertation concludes that: 1. A common understanding between the core stakeholders groups involved in improving the doctoral studies process should be created in order to address the problems and solutions relevant to achieving the goals of a doctoral education. 2. Achieving the general aim of doctoral education, that of preparing highly qualified people for research, development or professional creative activity presupposes approaching the doctoral studies via a (new) paradigm which considers doctoral education as collaborative activity. 2.1. Collaboration in research training to broaden the knowledge base spans many different disciplines; 2.2. An increasing repertoire of skills is needed for a successful research career in different sectors; 2.3. A critical mass of researchers willing to build a shared culture across the traditional disciplinary boundaries is necessary. 3. The implementation of supervision pedagogy through research guidance, super¬vision and mentorship would contribute to best practices among members of the research community.