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The concept of hyperenculturation : An example from a Swedish research school

Petersson, Anna LU and Sternudd, Catharina LU (2020) In Högre utbildning 10(2). p.24-36
Abstract
The aim of this paper is to discuss how research schools with a structured programme and targeted profile may make it difficult for doctoral students to expand the academic role. Our paper is based on material collected in a questionnaire given to doctoral students enrolled at a Swedish research school in architecture. In this questionnaire we found three areas – openness to other disciplines and practices; support for different communicational channels; and
various research approaches and methodologies – where a certain divergence could be observed between what the students perceived was important for their educational development, and how well their needs and wishes were met by the research school and its extended learning... (More)
The aim of this paper is to discuss how research schools with a structured programme and targeted profile may make it difficult for doctoral students to expand the academic role. Our paper is based on material collected in a questionnaire given to doctoral students enrolled at a Swedish research school in architecture. In this questionnaire we found three areas – openness to other disciplines and practices; support for different communicational channels; and
various research approaches and methodologies – where a certain divergence could be observed between what the students perceived was important for their educational development, and how well their needs and wishes were met by the research school and its extended learning environment. We also found that the doctoral students valued the teaching experience they gained, and wished they had been able to teach more. In order to shed light on a process of enculturation that we see as potentially leading to a narrowing learning culture, we introduce and discuss the concept of what we call ‘hyperenculturation.’ (Less)
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author
and
organization
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type
Contribution to journal
publication status
published
subject
keywords
research school, doctoral education, architecture, enculturation, learning culture, disciplinary belonging, Research school, Doctoral education, Architecture, Enculturation, Learning culture, Disciplinary belonging
categories
Higher Education
in
Högre utbildning
volume
10
issue
2
pages
13 pages
publisher
Swednet
ISSN
2000-7558
DOI
10.23865/hu.v10.1559
language
English
LU publication?
yes
additional info
Anna Petersson is a Senior Lecturer at the Department of Architecture and Built Environment, LTH, Lund University. She has specific experience in research on ritual and cultural space and applied aesthetics, with an interdisciplinary and phenomenographic approach. Anna teaches at the undergraduate and graduate levels of the Industrial Design Programme and she is involved in postgraduate education in her home department. Catharina Sternudd is a Senior Lecturer in Architecture at the Department of Architecture and Built Environment, LTH, Lund University. Her primary area of research is urban design, with a special focus on environmental support for sustainable everyday practices. She also coordinates the research network Urban Arena at Lund University, which aims to support transdisciplinary research related to sustainable urban development.
id
70354d0d-3812-4542-9bcb-fbbf7fb8511b
date added to LUP
2020-10-15 13:07:34
date last changed
2020-10-15 15:47:25
@article{70354d0d-3812-4542-9bcb-fbbf7fb8511b,
  abstract     = {The aim of this paper is to discuss how research schools with a structured programme and targeted profile may make it difficult for doctoral students to expand the academic role. Our paper is based on material collected in a questionnaire given to doctoral students enrolled at a Swedish research school in architecture. In this questionnaire we found three areas – openness to other disciplines and practices; support for different communicational channels; and<br/>various research approaches and methodologies – where a certain divergence could be observed between what the students perceived was important for their educational development, and how well their needs and wishes were met by the research school and its extended learning environment. We also found that the doctoral students valued the teaching experience they gained, and wished they had been able to teach more. In order to shed light on a process of enculturation that we see as potentially leading to a narrowing learning culture, we introduce and discuss the concept of what we call ‘hyperenculturation.’},
  author       = {Petersson, Anna and Sternudd, Catharina},
  issn         = {2000-7558},
  language     = {eng},
  month        = {10},
  number       = {2},
  pages        = {24--36},
  publisher    = {Swednet},
  series       = {Högre utbildning},
  title        = {The concept of hyperenculturation : An example from a Swedish research school},
  url          = {http://dx.doi.org/10.23865/hu.v10.1559},
  doi          = {10.23865/hu.v10.1559},
  volume       = {10},
  year         = {2020},
}