The PhD ‘Dragon’

Can it Be Tamed and Trained through Dynamic Educational Design?

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DOI:

10.31182/cubic.2024.7.69

Keywords:

PhD training, educational design, completion rates, interdisciplinary music studies, dynamic curriculum

Abstract

In this article I reflect on the meaning, role and significance of educational designs in PhD studies, with the aim of raising some about ‘taming’ the dragon, as well as inviting readers to reflect on their own experiences of such studies as students and/or supervisors.

How to Cite

Espeland, M. (2024). The PhD ‘Dragon’: Can it Be Tamed and Trained through Dynamic Educational Design?. Cubic Journal, 7(7), 44–55. https://doi.org/10.31182/cubic.2024.7.69

Published

2024-12-31

Issue

No. 7 (2024): PhD Design and the Design PhD — In · Through · About

Section

Articles

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Copyright (c) 2024 Magne Espeland

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biography

Magne Espeland, Western Norway University of Applied Sciences

Magne Espeland is professor emeritus of Music and Education at West Norway University of Applied Sciences (HVL). His specialities are curriculum and resource books development and innovation in music education, educational design studies, research methodologies for education, master and Ph.D – supervision, research and project leadership, consultancy services and program evaluation. He was Principal Investigator in three research projects funded by the National Research Council of Norway. Professor Espeland has also recently worked as an advisor and evaluator for the Swedish and Portuguese Research Councils. He was member of the International Society for Music Education Board, and chaired its World Conference in Bergen (2002). He appears regularly in PhD candidate viva assessment and as keynote speaker in many countries, including Norway, Sweden, Denmark, Great Britain, China, Estonia, Ireland and the US.

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