Expanding Traditional Partnerships in Doctoral Education: Actionable Insights to Optimise Research, Learning and Innovation across the Research-Education-Practice Nexus

• In Event: Navigating and Experiencing Partnerships in Higher Education: A Multistakeholder Perspective

Abstract

This study examines the journeys of teachers full-time employed at Dutch Universities of Applied Sciences (UAS), pursuing part-time, profession-focused PhDs with workload vouchers. Beyond academic publications, they are expected to generate professionally relevant, scholarly, and original knowledge to drive innovation (Griffioen, 2019; Lee & Bongaardt, 2021). UASs in mainland Europe combine education and research functions (Kyvik & Lepori, 2010). This longitudinal study (Van Winkel et al., in press) investigates how these PhD student-teachers navigate, experience, and evaluate partnerships across the research-education-practice nexus, considering their multi-faceted objectives. Partnerships enable individuals and organisations to achieve more together than alone (Dhillon, 2009). This study offers insights to optimise PhD student-teachers’ navigation, conditions, and interactions within nexus partnerships.

Authors

• Monica van Winkel, Leiden University

• Roeland M. van der Rijst, Leiden University

• Wietske Kuijer-Siebelink, HAN University of Applied Sciences

• Floor Basten, Open University of the Netherlands

• Anneke M. Sools, University of Twente

• Rob F. Poell, Tilburg University