Doctoral Education for a Sustainable Future: What's a Comprehensive Portfolio Got to Do With It? / Doktorsko obrazovanje za održivu budućnost: Što sveobuhvatni portfelj ima s tim?
Bibliographic record
Abstract
AbstractIn this paper, we introduce a Joint PhD Program in Educational Studies taught jointly by three universities in Ontario Canada, discuss the role of the comprehensive portfolio in research education, and share our vision for sustainable doctoral education and a sustainable future locally, nationally, and internationally. We debate the importance of the comprehensive portfolio for student retention, the development of the 21st century learning skills, mentoring, self-as-scholar competences, and holistic doctoral education. We explore foundational questions: What works? What does not work? What is missing? Finally, we conclude with critical reflections and recommendations for doctoral-level studies with reference to key stakeholders including graduate students, mentors, curriculum developers, doctoral program directors, and policy makers.Key words: Canada; holistic doctoral education; mentoring; PhD in education; 21st century learning---Sažetak U ovom radu predstavljamo Zajednički Ph.D. Program iz obrazovnih studija koji održavaju tri sveučilišta u Ontariu, Kanada, raspravljamo o ulozi sveobuhvatnog portfelja u obrazovanju istraživača i opisujemo našu viziju održivog doktorskog obrazovanja i održive budućnosti na lokalnoj, nacionalnoj i međunarodnoj razini. Raspravljamo o važnosti sveobuhvatnog portfelja za zadržavanje studenata u doktorskim programima, razvoj vještina učenja za 21. stoljeće, mentorstvo, kompetencije pojedinca kao znanstvenika i holističko doktorsko obrazovanje. Istražili smo temeljna pitanja: Što funkcionira? Što ne funkcionira? Što nedostaje? Na kraju, zaključujemo s kritičnim razmišljanjima i preporukama na razini doktorskih studija, kao i s obzirom na interese ključnih sudionika, uključujući studente, mentore, dizajnere nastavnog plana i programa, voditelje doktorskih programa i kreatore zakona i uredbi doktorskih studija.Ključne riječi: holističko doktorsko obrazovanje; Kanada, mentorstvo; doktorat u obrazovanju; učenje u 21. stoljeću.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.008 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".