Learning from Failure for Doctoral Education
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| Title: | Learning from Failure for Doctoral Education |
|---|---|
| Language: | English |
| Authors: | Elke Stracke (ORCID |
| Source: | Higher Education Quarterly. 2026 80(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Failure, Doctoral Programs, Doctoral Students, Doctoral Dissertations, Exit Examinations, Learning Processes |
| DOI: | 10.1111/hequ.70114 |
| ISSN: | 0951-5224 1468-2273 |
| Abstract: | Failure in doctoral education is a taboo topic for many supervisors and doctoral candidates. Failure in thesis doctoral examination is hard to admit to or explain and has not been deeply investigated. We aim to disrupt the silence around failure in the doctoral context and generate new discussions relevant to doctoral education. We conduct a theoretical integrative review (TIR), which allows for the inclusion of primary research studies, along with other documents (such as policy documents), in the international context. We seek to explore the learning potentials presented by a better understanding of failure to influence the broader debates about the future of the doctorate in times of uncertainty and crisis. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503904 |
| Database: | ERIC |
| Abstract: | Failure in doctoral education is a taboo topic for many supervisors and doctoral candidates. Failure in thesis doctoral examination is hard to admit to or explain and has not been deeply investigated. We aim to disrupt the silence around failure in the doctoral context and generate new discussions relevant to doctoral education. We conduct a theoretical integrative review (TIR), which allows for the inclusion of primary research studies, along with other documents (such as policy documents), in the international context. We seek to explore the learning potentials presented by a better understanding of failure to influence the broader debates about the future of the doctorate in times of uncertainty and crisis. |
|---|---|
| ISSN: | 0951-5224 1468-2273 |
| DOI: | 10.1111/hequ.70114 |
