Postgraduate education in Europe: An intersection of conflicting paradigms and goals

Abstract

Purpose

Based on a selective bibliography, the purpose of this paper is to provide an overview of ongoing changes among European postgraduate education, while at the same time offering a theoretical framework for interpreting the observations.

Design/methodology/approach

A selected range of published works (1977‐2002), based on solid empirical and/or theoretical grounding, are used to support the points and observations made. With regard to taxonomizing key characteristics from the identified development, the material is sorted into the following taonimies: the dilemma of ad hoc and informal training model vs the formal educational approach; the dilemma of originality vs vocationability; the dilemma of individualism vs teamism; and the dilemma of elitism vs massism, which in varying degree are mutually exclusive. In addition, there are some distinct features of differences across disciplines, science vs social scienc.

Findings

Provides information about each type of key identified change and its characteristics taken place. It recognizes the inherent dilemma embedded in the situation analyzed.

Research limitations/implications

Addressses the implications for future research in the area.

Practice implications

Addresses implications for practitioneers directly involved, such as for example provides of postgraduate teaching as well as for managers and policy makers in the field.

Originality/value

This paper fulfils an identified challenge for postgraduate education, which should have relevance to many universities throughout Europe and offer a structured basis from which future actions can be considered and/or taken.

Citation

Ulhøi, J.P. (2005), "Postgraduate education in Europe: An intersection of conflicting paradigms and goals", International Journal of Educational Management, Vol. 19 No. 4, pp. 347-358. https://doi.org/10.1108/09513540510599662