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Research development in doctoral education: role of languages and cultures
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Pinto, Susana. - : Editorial Universitat Politècnica de València, 2021
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Abstract:
[EN] Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking Countries at the level of PhD studies, namely from Brazil, Angola, Cape Verde and Mozambique. As acknowledged by research, undertaking a PhD overseas entails several challenges and one of the deepest concerns the implications of languages and cultures in several doctoral activities, since they act as significant research reconfiguration agents. Against this background, this paper reports on a study that aimed at understanding the role of languages and cultures in doctoral research development. For this matter, and within a qualitative approach, semi-structured interviews were conducted with doctoral students from Portuguese-Speaking Countries attending a Portuguese university. Results from thematic analysis reveal that students’ linguistic and cultural backgrounds influence several stages of the research process: theme and research objetives definition, theorisation of the research problem and concept mobilisation, construction of data collection instruments and data collection and thesis writing. Implications of findings for institutional policy and practice concerning doctoral education and research are put forward. ; This work is financially supported by: National funds through the Fundação para a Ciência e a Tecnologia, IP under the project UIDB/00194/2020 and in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree-Law 57/2016, of August 29, changed by Law 57/2017, of July 19. ; Pinto, S. (2021). Research development in doctoral education: role of languages and cultures. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 1167-1175. https://doi.org/10.4995/HEAd21.2021.12804 ; OCS ; 1167 ; 1175
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Keyword:
Doctoral research development; Educational systems; Higher Education; International doctoral students; Languages and cultures; Learning; Portuguese higher education; Teaching
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URL: http://hdl.handle.net/10251/172085 https://doi.org/10.4995/HEAd21.2021.12804
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