The Global Scholar

this book will make a great contribution to the research discourses around doctoral education. in bringing a south african and african perspective, it produces an interesting critique of western standards, assumptions, criteria and research. this is a wise book. i expect it to be much cited and to add real value to the international community.

Associate Professor Susan Carter

University of Auckland, New Zealand

the book is most relevant for the doctoral student, supervisors, academic department head, and higher degree committee members, too. the reason for this comment is the scope of the publication. almost all chapters will assist everyone participating in the broader context of doctoral education to benefit from the insights presented. for example, the discussion on standards, role of emotions, career development and job

finding, are important for the academic development of the doctoral student.

Professor LOK Lategan

Central University of Technology, Free State, South Africa

the editors have done an excellent job in drawing together diverse authors and papers to form a cohesive publication....[chapters in the book] problematise commonly accepted expectations of research studies such as international benchmarking of theses, academic mobility, interdisciplinarity, employability and phd students and their supervisors publishing together beyond the phd. these chapters show that the emphasis on 'global' standards and uniformity often masks deep-seated inequalities, thus providing a unique take on doctoral and researcher education seldom seen in the literature.

Associate Professor Michelle Picard

Murdoch University, Australia

Peter Rule is an Associate Professor in the Centre for Higher and Adult Education at Stellenbosch University. He has thirty years' experience of working in adult and higher education in South Africa. He has published in the areas of adult education, dialogue and learning, reading education, disability and HIV/AIDS in education. His books include Dialogue and Boundary Learning (Sense Publishers, 2015) and (with Vaughn John) Your guide to case study research (Van Schaik, 2011). He has also worked in not-for-profit organisations involved in adult literacy, early childhood education and language education. ORCID id: https://orcid.org/0000-0002-4746-8482 Eli Bitzer is Professor Emeritus in higher education studies and a past director of the Centre for Higher and Adult Education at Stellenbosch University, South Africa. He has been a study leader to 92 master's and doctoral graduates and contributed over 90 articles to scholarly journals and chapters to academic books. He also chaired four international conferences on postgraduate supervision and published widely on the topic. Eli facilitates workshops on doctoral education and supervision and has a keen interest in promoting the quality of higher education in South Africa.ORCID: https://orcid.org/0000-0003-4081-8053 Liezel Frick is an Associate Professor in the Department of Curriculum Studies, Director of the Centre for Higher and Adult Education in the Faculty of Education at Stellenbosch University (South Africa) and Research Fellow: DSI/NRF Centre of Excellence in STI Policy, Stellenbosch University. Her research interests are within the broader field of doctoral education, with a particular focus on aspects of doctoral creativity and originality, learning during the doctorate, and doctoral supervision. She currently holds a South African National Research Foundation C1 rating. ORCID: https://orcid.org/0000-0002-4797-3323

List of Tables

List of Figures

Introduction

the global scholar: three conceptual lenses - horizon, currency, trajectory

Peter Rule, Eli Bitzer & Liezel Frick

PART ONE Horizons

1 opportunities and challenges of international research experiences during doctoral studies in a globalised doctoral education world

Maresi Nerad

2 doctoral education as a field of global scholarship: an analysis of anglophone published research (2005-2018)

Liezel Frick & Johann Mouton

3 the vitae researcher development framework in south african postgraduate education

Pia Lamberti & Moyra Keane

4 is international benchmarking appropriate for improving the quality of thesis examination?

Margaret Kiley

PART TWO Currents and currencies

5 the politics of postgraduate education: supervising in a troubled world

Sioux Mckenna

6 academic mobility in the digital academy: questions for supervision

Anna Morozov & Cally Guerin

7 the implications of doctoral mobility for doctoral programme design and supervision

Rebekah Smith McGloin

8 quality doctoral education in africa: a question of setting the right standards?

Jan Botha, Marc Wilde, Mike Kuria & Murat zgren

PART THREE Trajectories

9 the interdisciplinary phd: processes, outcomes and challenges

Karri A. Holley

10 finding academic jobs in stratified countries: the effects of social class of origin in the development of academic networks for chilean phds

Roxana Chiappa

11 towards a theoretical framework for exploring emotion in doctoral education: critically exploring familiar narratives in student experiences

Sherran Clarence

12 working together beyond the phd

Gina Wisker, Gillian Robinson & Shosh Leshem

PART FOUR Reflections and directions

13 reflections on covid-19 and the global scholar

Peter Rule

Index

Contributing Authors