The learning and assessment practices of doctioral studies of developing and developed countries: the case of Bangladesh doctoral studies
Since the inception of the information age, employees in both developed and developing coun-tries have become 'knowledge workers'. In their work, knowledge workers apply knowledge as well as skills, while labour is provided by tools and machines (Maclean & Wilson, 2009). Con-temporary employees require appropriate knowledge to be able to share this knowledge through their advanced skills. Hence, an advanced university education is pivotal. However, Jones's (2013) study indicates a paucity of research into the learning and assessment of PhD programmes (p. 6). As a result, many PhD graduates-especially those from developing countries-are find-ing themselves unemployed. If this continues, fewer skilled and knowledgeable PhD graduates-in other words, successful researchers-will qualify, particularly in developing countries. Hence, this paper aims to investigate why the existing learning and assessment practices of doctoral stud-ies in Bangladesh need to be redesigned. The paper is significant because it comprises the initial research prior to more conclusive research into the learning and assessment practices of doctoral studies in Bangladesh. This paper will help to close a knowledge gap by providing significant insights into the area of learning and assessment practices of PhD programmes in developing countries.
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