A networked pathway to the PhD: the African-Norwegian case of Productive Learning Cultures

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dc.contributor.authorHattingh, Annemarie
dc.contributor.authorLillejord, Sølvi
dc.date.accessioned2016-06-20T14:14:07Z
dc.date.available2016-06-20T14:14:07Z
dc.date.issued2011
dc.description.abstractHow do PhD students become socialised into the professional world of academic work? This article pays attention to a ‘networked’ support pathway towards a PhD. The network constitutes an international research collaboration through a programme called Productive Learning Cultures (PLC) (2002-2011) between Norway and seven countries, developing or in transition, in sub-Saharan Africa. The purpose of this article is to describe how researchers within PLC have over the years developed a support structure for PhD students. PLC has had intended and unintended outcomes. While the education of PhD students was an intended outcome, unintended outcomes include the establishment of a peer-reviewed journal, and the development of a networked doctoral school. Special attention will also be paid to the programme design structures that assist female PhD students from partner universities and promote sustainability once PLC donor funding terminates.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationHattingh, A., & Lillejord, S. (2011). A networked pathway to the PhD: the African-Norwegian case of Productive Learning Cultures. Perspectives in Education, 29(3), 100-110.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3135
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectDoctoral learningen_ZA
dc.subjectInternational cooperationen_ZA
dc.subjectNetworken_ZA
dc.subjectCommunity of practiceen_ZA
dc.subjectAcademic writingen_ZA
dc.subjectFemale student supporten_ZA
dc.titleA networked pathway to the PhD: the African-Norwegian case of Productive Learning Culturesen_ZA
dc.typeArticleen_ZA
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PiE 2011 Special issue 3