Collaborative doctoral ID education-informed actions for enhancing IB doctoral training to address disciplinary needs
| Suggested actions | For the IB community | For higher education institutions | For doctoral students |
|---|---|---|---|
| Action 1: Engagement in diverse knowledge exchanges | Foster and support collaborative platforms and academies: Support collaborative programs that offer integrated formal and informal learning experiences involving multiple institutions and experts in different areas | Institutionalize multi-institutional partnerships: Form consortia and joint programs with other universities, research centers and think-tanks. Encourage doctoral student participation in collaborative doctoral programs | Proactively engage in knowledge and opportunity seeking beyond the home institution: Participate in multi-institutional consortia, doctoral academies and international conferences. Utilize the opportunities provided by modern technologies to participate in online training and programs offered by leading academics in the field, alongside peers from diverse global locations |
| Potential challenges to implement the suggested action | Institutional and mental models may limit motivation for such engagement | Institutional interests might limit knowledge exchange to secure own expertise | Doctoral students might be constrained by funding available or supervisor’s readiness to support such participation |
| Expected impact of the action | Fostering identities-in-difference, inclusion of diverse thought, methods, approaches and interdisciplinarity. Better ability to reflect on grand challenges from diverse angles, learn about diverse solutions and innovate better | ||
| Link to the “3Cs” element | Context and connection | ||
| Action 2: Building and utilizing scholarly community online and on site | Give back to the community by offering mentorship, courses, networking encounters with scholars at all career stages and from different geographies: Offer your time and efforts to engage with doctoral students and mid-career scholars/educators seeking to advance their competencies, network, knowledge and skills. Create and foster informal networks around various research or teaching interest areas within the discipline. Engage with mentoring programs and networks directed at supporting under-represented groups in academia (e.g. women, doctoral students or scholars from emerging markets) | Enhance support for mobility, exchange programs and external learning platforms: Provide time resources and, if possible, financial resources to facilitate doctoral students’ participation in external programs and academies that complement and enhance research, teaching and publishing skills. Support and encourage their attendance at conferences, doctoral consortia and networking events online and/or on site. Establish formal and promote informal mentorship frameworks that promote associations between students and scholars globally (e.g. using alumni PhD networks), encompassing guest lectures and inter-institutional dissertation committees. Implement mechanisms and evaluation criteria to acknowledge faculty members and students who engage in international collaborations and global community-building and research-related initiatives | Utilize networks and mentorship: Actively form, participate and nurture peer and senior scholars’ groups – both online and in-person – to exchange ideas and conduct reviews on each other’s work. Offer mutual support to your peers throughout the doctoral journey. Establish a diverse, informal group of mentors from various institutions, research backgrounds, geographic locations and career stages to gain new insights and advice |
| Potential challenges to implement the suggested action | Without established programs or settings to develop social networks, giving back to the community and reaching those who need the guidance might be challenging | Local scholarly traditions and regulations of education may limit the possibility of taking the suggested actions | Prejudice toward junior academics may limit engagement opportunities, as well as limiting funding and time resources |
| Expected impact of the action | Addressing the insularity concerns, securing the right of “voice” to all scholars regardless of their scholarly career stage or location. Improving inclusion of diverse scholars, ensuring tacit learning of “craftsmanship” in the discipline, building cross-disciplinary bridges to address complex problems in diverse author teams | ||
| Link to the “3Cs” element | Connection and complexity | ||
| Action 3: Developing competencies for making tangible impact | Join forces to uplift the quality and advancement of research and best teaching practices in IB: Develop internationally endorsed guidelines and benchmark criteria for IB doctoral programs, encouraging institutions to advance doctoral education. Curate a repository of open-access, high-quality teaching materials, case studies and syllabi from leading IB programs worldwide, especially those that excel in scholarly impact and interdisciplinarity, updating it regularly. Support HEI from developing and emerging countries with expertise and materials for IB courses and curriculum development. Encourage and appreciate industry-academia and policy-making-academia projects that have made a positive impact on industry, society and sustainability of different kind | Facilitate collaborative curriculum development: Incorporate global trends and region-specific insights into curricula, collaborating with professional associations to jointly create and implement learning modules. Exchange best practices and teaching innovations to advance teaching in IB skills development for doctoral students and post-doc fellows. Encourage and positively appraise industry-academia collaboration and collaboration with policymakers as a part of doctoral and further research projects | Be strategic in skills-for-impact development: Pinpoint areas where your methodological, analytical, communication skills and skills to collaborate with multiple stakeholders need improvement and keep you from making a wider impact with your scholarly work; actively seek out workshops, learning platforms and expert guidance to address these identified shortcomings. Develop skills in teaching and research communications to effectively “translate” research findings for diverse stakeholder groups who will benefit from applying academic research in practice |
| Potential challenges to implement the suggested action | Different mindsets of communities might initially limit the possibility to set and start the collaborations | Traditional divide between teaching and research tracks and long-standing ways to measure impacts in local context may reduce the willingness to engage with such developments | Initial limited ability to engage with different contexts and approaches as well as differences in doctoral training may complicate and prolong these endeavors |
| Expected impact of the action | Improved ability to conduct and present research making a positive impact at different levels. Improved research relevance and approaches needed to tackle the grand challenges. Improved ability to support others in developing the necessary skills to perform change toward sustainable development and sustainable business operations | ||
| Link to the “3Cs” element | Context, connection and complexity | ||
| Suggested actions | For the | For higher education institutions | For doctoral students |
|---|---|---|---|
| Action 1: Engagement in diverse knowledge exchanges | Foster and support collaborative platforms and academies: Support collaborative programs that offer integrated formal and informal learning experiences involving multiple institutions and experts in different areas | Institutionalize multi-institutional partnerships: Form consortia and joint programs with other universities, research centers and think-tanks. Encourage doctoral student participation in collaborative doctoral programs | Proactively engage in knowledge and opportunity seeking beyond the home institution: Participate in multi-institutional consortia, doctoral academies and international conferences. Utilize the opportunities provided by modern technologies to participate in online training and programs offered by leading academics in the field, alongside peers from diverse global locations |
| Potential challenges to implement the suggested action | Institutional and mental models may limit motivation for such engagement | Institutional interests might limit knowledge exchange to secure own expertise | Doctoral students might be constrained by funding available or supervisor’s readiness to support such participation |
| Expected impact of the action | Fostering identities-in-difference, inclusion of diverse thought, methods, approaches and interdisciplinarity. Better ability to reflect on grand challenges from diverse angles, learn about diverse solutions and innovate better | ||
| Link to the “3Cs” element | Context and connection | ||
| Action 2: Building and utilizing scholarly community online and on site | Give back to the community by offering mentorship, courses, networking encounters with scholars at all career stages and from different geographies: Offer your time and efforts to engage with doctoral students and mid-career scholars/educators seeking to advance their competencies, network, knowledge and skills. Create and foster informal networks around various research or teaching interest areas within the discipline. Engage with mentoring programs and networks directed at supporting under-represented groups in academia (e.g. women, doctoral students or scholars from emerging markets) | Enhance support for mobility, exchange programs and external learning platforms: Provide time resources and, if possible, financial resources to facilitate doctoral students’ participation in external programs and academies that complement and enhance research, teaching and publishing skills. Support and encourage their attendance at conferences, doctoral consortia and networking events online and/or on site. Establish formal and promote informal mentorship frameworks that promote associations between students and scholars globally (e.g. using alumni PhD networks), encompassing guest lectures and inter-institutional dissertation committees. Implement mechanisms and evaluation criteria to acknowledge faculty members and students who engage in international collaborations and global community-building and research-related initiatives | Utilize networks and mentorship: Actively form, participate and nurture peer and senior scholars’ groups – both online and in-person – to exchange ideas and conduct reviews on each other’s work. Offer mutual support to your peers throughout the doctoral journey. Establish a diverse, informal group of mentors from various institutions, research backgrounds, geographic locations and career stages to gain new insights and advice |
| Potential challenges to implement the suggested action | Without established programs or settings to develop social networks, giving back to the community and reaching those who need the guidance might be challenging | Local scholarly traditions and regulations of education may limit the possibility of taking the suggested actions | Prejudice toward junior academics may limit engagement opportunities, as well as limiting funding and time resources |
| Expected impact of the action | Addressing the insularity concerns, securing the right of “voice” to all scholars regardless of their scholarly career stage or location. Improving inclusion of diverse scholars, ensuring tacit learning of “craftsmanship” in the discipline, building cross-disciplinary bridges to address complex problems in diverse author teams | ||
| Link to the “3Cs” element | Connection and complexity | ||
| Action 3: Developing competencies for making tangible impact | Join forces to uplift the quality and advancement of research and best teaching practices in IB: Develop internationally endorsed guidelines and benchmark criteria for | Facilitate collaborative curriculum development: Incorporate global trends and region-specific insights into curricula, collaborating with professional associations to jointly create and implement learning modules. Exchange best practices and teaching innovations to advance teaching in | Be strategic in skills-for-impact development: Pinpoint areas where your methodological, analytical, communication skills and skills to collaborate with multiple stakeholders need improvement and keep you from making a wider impact with your scholarly work; actively seek out workshops, learning platforms and expert guidance to address these identified shortcomings. Develop skills in teaching and research communications to effectively “translate” research findings for diverse stakeholder groups who will benefit from applying academic research in practice |
| Potential challenges to implement the suggested action | Different mindsets of communities might initially limit the possibility to set and start the collaborations | Traditional divide between teaching and research tracks and long-standing ways to measure impacts in local context may reduce the willingness to engage with such developments | Initial limited ability to engage with different contexts and approaches as well as differences in doctoral training may complicate and prolong these endeavors |
| Expected impact of the action | Improved ability to conduct and present research making a positive impact at different levels. Improved research relevance and approaches needed to tackle the grand challenges. Improved ability to support others in developing the necessary skills to perform change toward sustainable development and sustainable business operations | ||
| Link to the “3Cs” element | Context, connection and complexity | ||
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