Profession: PhD
Venue: Centre for Global Learning - GLEA, Coventry University, England and
Centre for Higher Education Futures - CHEF, Aarhus University, Denmark
Date of employment: September, 2022
Application deadline: March 1, 2022
'Social Imaginaries and International Collaborative Doctoral Programmes in England and Denmark. What is in it for stakeholders?'
Coventry University, CU and Aarhus University, AU are inviting applications from suitably-qualified British and international candidates for a fully funded PhD studentship which will start in September 2022. The successful candidate will enrol at
the 
Centre for Global Learning, GLEA, Coventry University as their home institution and will undertake a cotutelle doctoral research programme under the supervision of academic experts from both universities, spending a minimum of one year or up to 18 months at the Centre for Higher Education Futures, CHEF, Aarhus University in Denmark. The cotutelle programme offers doctoral researchers the opportunity to advance their skills and expertise in the higher education field, whilst developing their intercultural and international skills, and creating international networks and collaborations.
Details of the PhD project
The global knowledge economy, the changing nature of knowledge production, research funding mechanisms, and labour market for doctoral degree holders are driving forces that together have led to an increased interest in International Collaborative Doctoral Programmes, ICDP in England and Denmark.
ICDP could entail negotiation of new hybrid transnational programmes changing funding landscape, pushing the boundaries of national doctorate regulations and institutional practices, building international supervisory capacity and doctoral learning ecologies, new research networks, access to additional facilities and resources, and ways of (re)orientating research themes towards the UN sustainable development goals.
Informed by a critical realist position, this PhD project focuses on international collaborative doctoral education as policy, practice and as an object of knowledge. It examines stakeholders’ social imaginaries at inter/national, institutional and individual levels that make ICDP possible, giving such programmes sense and legitimacy.