The purpose of this chapter, which is a response to calls to examine students’ perspectives of the doctoral experience, is to investigate the notion that doctoral education facilitates developing nodes in leading networks of knowledge for leader and leadership development – a theme that has not been examined.
Using data generated from in-depth interviews embedded with excerpts of personal life stories and the questionnaire, this qualitative study analyses the views of some African students about their experiences of doctoral study in the United Kingdom.
The study discovered that doctoral education is perceived as: acquisition of knowledge and capabilities for professional leadership trajectories; creator of learning communities, networks and relationship resources; developing nodes in leading knowledge networks; progression from the self to the relational and to the collective; and action learning, all for leader and leadership development.
Drawing on the findings, the chapter argues for the novel notion of doctoral education as developing nodes within leading networks of knowledge for leader and leadership development.
Although, the research is a qualitative study that focused on a small group of students in one university, and as a result, its findings cannot be generalised, its implication for doctoral agendas worldwide and Africa and its Agenda 2063, in particular, need consideration.
Takyi-Amoako, E. (2014), "Developing Nodes in Leading Networks of Knowledge for Leader and Leadership Development: Some African Students’ Perspectives on their Experience of Doctoral Education", Investing in our Education: Leading, Learning, Researching and the Doctorate (International Perspectives on Higher Education Research, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 187-211. https://doi.org/10.1108/S1479-362820140000013009
Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited