Knowledge production is undergoing a period of increasing complexity, interdisciplinarity, and collaboration among various stakeholders. These transformations significantly impact doctoral education, demanding greater adaptability in its foundations, objectives, methods, and expertise.

A recent study conducted by Sónia Cardoso and Pedro Videira analyzes how doctoral education in Portugal has been adjusting to the ever-expanding frontiers of knowledge creation.

Published in the prestigious journal Higher Education, the study is based on a qualitative analysis of the websites of 118 doctoral programs across 27 Portuguese universities, as well as focus groups and individual interviews with 31 doctoral students from 11 doctoral programs at three public universities.

The findings suggest that doctoral education in Portugal has evolved from a predominantly theoretical foundation to a more practice-oriented approach, simultaneously emphasizing both applied and fundamental research while increasingly valuing interdisciplinarity and scientific collaboration.

The publication also highlights that, although interdisciplinarity and collaboration between different fields of knowledge are widely promoted, significant challenges persist. The traditional structure of academic departments can hinder the integration of interdisciplinary pathways, and in some cases, the emphasis on knowledge applicability may compromise the production of innovative theoretical contributions.

Methodologically, there is a transition toward models that encourage partnerships between universities and external sectors, reflecting a reconfiguration of knowledge production modes. However, the researchers warn of the risk of excessive instrumentalization of doctoral research, which could limit scientific freedom and creativity.

Despite these challenges, doctoral education in Portugal has shown a growing commitment to adapting to the new dynamics of knowledge production, promoting a balance between fundamental and applied research, encouraging interdisciplinary approaches, and fostering collaboration among diverse knowledge stakeholders.

Access the full-text view-only version of the article here: https://rdcu.be/d4mJn

To cite this work: Cardoso, S., & Videira, P. (2024). Adapting doctoral education to an evolving knowledge landscape: insights from Portugal. Higher Education, 1-7. https://doi.org/10.1007/s10734-024-01382-z

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