The massification and democratisation of Doctoral Education at the crossroads between equity and meritocracy; [A massificação e democratização da Educação Doutoral na encruzilhada entre a equidade e a meritocracia]; [Masificacion y democratizacion de la Formación Doctoral en la encrucijada entre equidad y meritocracia]

• Type: Article in International Scientific Journal
• Date: 2024

Authors

Alves, P (Author) Other; Lopes, A (Author) Other; Ricardo Cruz Correia (Author) FMUP; Menezes, I (Author) Other

Journal

Title: Revista Portuguesa de Educação

Vol. 37 No. 1, Article e24010

ISSN: 0871-9187

Publisher: Instituto de Educação da Universidade do Minho

Indexing

Scopus - 0 Citations

Other information

Authenticus ID: P-017-K46

DOI: 10.21814/rpe.30793

Abstract (EN): In recent decades, processes of massification and democratisation of Doctoral Education (DE) have been evident in Portugal and globally, promoting the opening to doctoral candidates with diverse characteristics, including non-traditional doctoral candidates. Although, it is recognised the persistence of limitations to the democratisation of access, and the value of the degree. This qualitative study explores the (dis)continuities between the processes of massification, democratization of access, and democratization of the multidimensional value of DE, aiming to identify guidelines for promoting continuities between these processes. Data were collected through 25 Focus Groups with members of scientific and monitoring commissions, supervisors, PhD candidates and PhD holders from doctoral programmes in Social and Health Sciences at a Portuguese university and analysed using thematic analysis. The results show continuities, which suggest that massification has contributed to the democratization of access, and this has contributed to the democratization of the value of DE. However, discontinuities were also identified, expressing limitations and challenges to the fluidity and harmonization of these processes, and the measures proposed to promote continuities revealed two perspectives: ¿democratic equity¿ and ¿meritocracy¿. This study may contribute to the theoretical deepening of the debate on the massification and democratization of DE, with potential implications for the adjustment of pedagogical, selection, and assessment practices that promote the expansion and harmonization of the positive effects of these processes. © 2024 Research Centre in Education. All rights reserved.

Language: Portuguese

Type (Professor's evaluation): Scientific