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It reviews a long-running research program on supervision as pedagogy, informed by literary and cultural studies, feminism, and poststructuralist theory. The discussion then builds a curriculum-theoretical perspective for PhD and professional doctorates, using representation, emergence, practice, and futurity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-the-curriculum-problem-in-doctoral-education/595496/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-the-curriculum-problem-in-doctoral-education/595496.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is curriculum described as a “missing term” in doctoral education?","Question",{"text":112,"@type":113},"The paper argues curriculum is little referenced and inadequately theorised in higher education, and even more so in doctoral education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What prior research programme does the paper review?",{"text":117,"@type":113},"It reviews a longstanding research programme focused on research supervision, emphasizing pedagogy, textuality, subjectivity, and knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect doctoral studies with curriculum theory?",{"text":121,"@type":113},"It draws on contemporary curriculum thought and post-Reconceptualist curriculum inquiry to outline a curriculum-theoretical perspective using representation, emergence, practice, and futurity for doctoral education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595496,1792193070,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nAddressing the curriculum problem in doctoral education  \nBill Green  \nCharles Sturt University  \nHow best to understand the curriculum problem in doctoral research education: that is the question that this paper engages. It begins by noting that curriculum as such is little referenced and inadequately theorised in higher education and certainly in doctoral education, and indeed has been described as a ‘missing term’. The paper then reviews a now longstanding research programme in the latter  \nfield addressed specifically to research supervision, focusing on notions of pedagogy, textuality, subjectivity and knowledge. Over more than a decade and a half, a body of work has been produced in this regard, informed by literary and cultural studies, feminism and poststructuralist theory and philosophy, thereby opening up the field to new theoretical resources and perspectives. Following this, the paper goes on to draw more directly on contemporary curriculum thought and on what is called post-Reconceptualist curriculum inquiry to outline a curriculum-theoretical perspective on doctoral studies and research education, bringing together notions of representation, emergence, practice and futurity. It does so here with reference to both the PhD and the professional doctorate, but arguably has relevance for doctoral education more generally.  \nWhen Alison Lee and I put together the Australian Universities’ Review Special Issue on ‘Postgraduate Studies/ Postgraduate Pedagogy’in 1995, it was the formal inauguration of a collaborative research programme that we have now been working on for over 15 years. Of course that work has been rather more spasmodic and even opportunistic than we would have liked, for all sorts of reasons. Even so, a considerable record of publications in the area exists, and there have been presentations of various kinds in a range of forums – a substantive contribution, in terms of its principal focus on the assertion of supervision as pedagogy, that is, doctoral research supervision as a distinctive form of pedagogy.A key stepping-off point for the work was Connell’s article a decade earlier in the then current manifestation of this very journal, entitled ‘How to Supervise a PhD?’Connell (1985, p. 38) aptly described higher degree research supervision as ‘the most advanced  \nlevel of teaching in our education system’, and further, as‘a genuinely complex teaching task’. In our 1995 Special Issue and subsequently, we have argued that understanding supervision as pedagogy is far from straightforward, or uncontroversial. Indeed, a deep-seated prejudice exists in the modern university, which systematically privileges research over teaching, disciplinarity over pedagogy (Lee & Green, 1997). In this regard, Connell’s early intervention was and remains particularly important, because it put on the agenda a distinctively educational orientation, that is, a language and a perspective drawn specifically from the disciplinary discourse of educational research, as a significant form of inquiry in its own right. I see this paper as an opportunity to continue that work.  \nI’ve recently re-read Connell’s article. It remains as arresting and engaging as ever, and as useful, even though times have certainly changed.The Australian university in  \n10 Addressing the curriculum problem in doctoral education, Bill Green vol. 54, no. 1, 2012  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nthe early 21st century is highly corporatised and strikingly performative in its orientation and conduct, and desperately underfunded. Even though teaching has been revalued, research has become more and more central to institutional identity, mission statements and the like, anda fraught matter of high status combined with ever-scarce opportunity. Relatedly, there has been a proliferation of doctorates over the period in question, here and elsewhere (Park, 2007) . In research manag","cbCaijtdpKXi63pQ","https://ap.wps.com/l/cbCaijtdpKXi63pQ","pdf",141210,"English","# Addressing the Curriculum Problem in Doctoral Education\n## A Missing Term? On Knowledge, Curriculum, and Doctoral Education\n## Supervision as Pedagogy and Educational Orientation\n## The Academic-Dominant in Curriculum, Pedagogy, and Literacy\n## Contemporary Contexts for Doctoral Education","[{\"question\":\"Why is curriculum described as a “missing term” in doctoral education?\",\"answer\":\"The paper argues curriculum is little referenced and inadequately theorised in higher education, and even more so in doctoral education.\"},{\"question\":\"What prior research programme does the paper review?\",\"answer\":\"It reviews a longstanding research programme focused on research supervision, emphasizing pedagogy, textuality, subjectivity, and knowledge.\"},{\"question\":\"How does the paper connect doctoral studies with curriculum theory?\",\"answer\":\"It draws on contemporary curriculum thought and post-Reconceptualist curriculum inquiry to outline a curriculum-theoretical perspective using representation, emergence, practice, and futurity for doctoral education.\"}]","Addressing the Curriculum Problem in Doctoral Education | PDF",1792081259,23]