The Experts below are selected from a list of 31458 Experts worldwide ranked by ideXlab platform
Debbie Ford - One of the best experts on this subject based on the ideXlab platform.
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Hydroinformatics education – The Water Informatics in Science and Engineering (WISE) Centre for Doctoral Training
2020Co-Authors: Thorsten Wagener, Dragan Savic, David Butler, Reza Ahmadian, Tom Arnot, Jonathan H.p. Dawes, Slobodan Djordjević, Roger Alexander Falconer, Raziyeh Farmani, Debbie FordAbstract:Abstract. The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by Training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 70 PhD candidates trained in a non-traditional UK Doctoral programme that integrates teaching and research elements, focuses on cohort-based education and equips the students with a wide range of skills developed through workshops and other activities to maximise their abilities and experience. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing for 6 years. We conclude with an outlook for PhD Training, based on our experience with this programme.
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hydroinformatics education the water informatics in science and engineering wise centre for Doctoral Training
Hydrology and Earth System Sciences Discussions, 2020Co-Authors: Thorsten Wagener, Dragan Savic, David Butler, Reza Ahmadian, Tom Arnot, Jonathan H.p. Dawes, Roger Alexander Falconer, Raziyeh Farmani, Slobodan Djordjevic, Debbie FordAbstract:Abstract. The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by Training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 70 PhD candidates trained in a non-traditional UK Doctoral programme that integrates teaching and research elements, focuses on cohort-based education and equips the students with a wide range of skills developed through workshops and other activities to maximise their abilities and experience. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing for 6 years. We conclude with an outlook for PhD Training, based on our experience with this programme.
Séverine Louvel - One of the best experts on this subject based on the ideXlab platform.
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The ‘Industrialization’ of Doctoral Training? A Study of the Experiences of Doctoral Students and Supervisors
Science & Technology Studies, 2012Co-Authors: Séverine LouvelAbstract:There is growing concern that academic work is becoming more and more ‘industrialized’ in various disciplinary and institutional settings - that the work practices, professional identities and values of academia are becoming similar to those of the private sector. While most studies discuss this topic in the context of senior scientists, this paper considers Doctoral Training in the life-sciences in France, and, more specifically, analyzes changes in the Doctoral experiences over the last four decades. Interviews with Doctoral students and supervisors allow for tracking shifts in how French life-scientists define the values of Doctoral Training in their daily activities. Our results challenge the idea of some univocal and radical ‘industrialization’ of Doctoral Training, instead showing a strong interplay between continuity and change. The core values of Doctoral Training remain, but the rationales for promoting different aspects of Doctoral studies have changed, and increasingly depend on how French life-scientists position themselves in the context of contemporary imperatives of institutional relevance and scientific competition.
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Louvel: The ‘Industrialization’ of Doctoral Training? A Study of the Experiences of Doctoral Students and Supervisors
Science and technology studies, 2012Co-Authors: Séverine LouvelAbstract:There is growing concern that academic work is becoming more and more ‘industrialized’ in various disciplinary and institutional settings - that the work practices, professional identities and values of academia are becoming similar to those of the private sector. While most studies discuss this topic in the context of senior scientists, this paper considers Doctoral Training in the life-sciences in France, and, more specifically, analyzes changes in the Doctoral experiences over the last four decades. Interviews with Doctoral students and supervisors allow for tracking shifts in how French life-scientists define the values of Doctoral Training in their daily activities. Our results challenge the idea of some univocal and radical ‘industrialization’ of Doctoral Training, instead showing a strong interplay between continuity and change. The core values of Doctoral Training remain, but the rationales for promoting different aspects of Doctoral studies have changed, and increasingly depend on how French life-scientists position themselves in the context of contemporary imperatives of institutional relevance and scientific competition.
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The 'Industrialization' of Doctoral Training? A Study of the Experiences of Doctoral Students and Supervisors in the French Life Sciences
Science & Technology Studies, 2012Co-Authors: Séverine LouvelAbstract:There is growing concern that academic work is becoming more and more 'industrialized' in various disciplinary and institutional settings - that the work practices, professional identities and values of academia are becoming similar to those of the private sector. While most studies discuss this topic in the context of senior scientists, this paper considers Doctoral Training in the life-sciences in France, and, more specifically, analyzes changes in the Doctoral experiences over the last four decades. Interviews with Doctoral students and supervisors allow for tracking shifts in how French life-scientists defi ne the values of Doctoral Training in their daily activities. Our results challenge the idea of some univocal and radical 'industrialization' of Doctoral Training, instead showing a strong interplay between continuity and change. The core values of Doctoral Training remain, but the rationales for promoting diff erent aspects of Doctoral studies have changed, and increasingly depend on how French life-scientists position themselves in the context of contemporary imperatives of institutional relevance and scientific competition.
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The 'Industrialization' of Doctoral Training? A Study of the Experiences of Doctoral Stu- dents and Supervisors in the French Life Sciences
Science and technology studies, 2012Co-Authors: Séverine LouvelAbstract:There is growing concern that academic work is becoming more and more 'industrialized' in various disciplinary and institutional settings - that the work practices, professional identities and values of academia are becoming similar to those of the private sector. While most studies discuss this topic in the context of senior scientists, this paper considers Doctoral Training in the life-sciences in France, and, more specifically, analyzes changes in the Doctoral experiences over the last four decades. Interviews with Doctoral students and supervisors allow for tracking shifts in how French life-scientists defi ne the values of Doctoral Training in their daily activities. Our results challenge the idea of some univocal and radical 'industrialization' of Doctoral Training, instead showing a strong interplay between continuity and change. The core values of Doctoral Training remain, but the rationales for promoting diff erent aspects of Doctoral studies have changed, and increasingly depend on how French life-scientists position themselves in the context of contemporary imperatives of institutional relevance and scientific competition.
Thorsten Wagener - One of the best experts on this subject based on the ideXlab platform.
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Hydroinformatics education – The Water Informatics in Science and Engineering (WISE) Centre for Doctoral Training
2020Co-Authors: Thorsten Wagener, Dragan Savic, David Butler, Reza Ahmadian, Tom Arnot, Jonathan H.p. Dawes, Slobodan Djordjević, Roger Alexander Falconer, Raziyeh Farmani, Debbie FordAbstract:Abstract. The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by Training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 70 PhD candidates trained in a non-traditional UK Doctoral programme that integrates teaching and research elements, focuses on cohort-based education and equips the students with a wide range of skills developed through workshops and other activities to maximise their abilities and experience. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing for 6 years. We conclude with an outlook for PhD Training, based on our experience with this programme.
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hydroinformatics education the water informatics in science and engineering wise centre for Doctoral Training
Hydrology and Earth System Sciences Discussions, 2020Co-Authors: Thorsten Wagener, Dragan Savic, David Butler, Reza Ahmadian, Tom Arnot, Jonathan H.p. Dawes, Roger Alexander Falconer, Raziyeh Farmani, Slobodan Djordjevic, Debbie FordAbstract:Abstract. The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by Training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 70 PhD candidates trained in a non-traditional UK Doctoral programme that integrates teaching and research elements, focuses on cohort-based education and equips the students with a wide range of skills developed through workshops and other activities to maximise their abilities and experience. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing for 6 years. We conclude with an outlook for PhD Training, based on our experience with this programme.
Richard M. Mcfall - One of the best experts on this subject based on the ideXlab platform.
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Doctoral Training in Clinical Psychology
Annual review of clinical psychology, 2006Co-Authors: Richard M. McfallAbstract:Competing models of Doctoral Training in clinical psychology are described and compared within their historical contexts. Trends in the field are examined critically with a focus on the impact of managed care on Doctoral Training and clinical practice. Implications for the future of Doctoral Training are considered, and a blueprint for the future of Doctoral Training in clinical psychology is presented.
Craig N. Shealy - One of the best experts on this subject based on the ideXlab platform.
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Back to our future? The Consensus Conference and Combined-Integrated model of Doctoral Training in professional psychology.
Journal of clinical psychology, 2004Co-Authors: Craig N. Shealy, Susan L. Crowley, Harriet C. Cobb, Paul D. Nelson, Gary W. PetersonAbstract:Is it possible and advisable for the profession of psychology to articulate and endorse a common, generalist, and integrative framework for the education and Training of its students? At the Consensus Conference on Combined and Integrated Doctoral Training in Psychology, held at James Madison University in Harrisonburg, VA (USA), May 2 to 4, 2003, participants from across the spectrum of education and Training in professional psychology ultimately answered "yes." This article, the first in this special series on the Consensus Conference and Combined-Integrated (C-I) model of Doctoral Training in professional psychology, essentially provides an overview of the conference rationale, participants, goals, proceedings, and results. Because the other 12 articles in this series all reference the Consensus Conference and C-I model, this overview provides a good starting point for understanding what occurred at the conference, what it means to educate and train from a C-I perspective, and what the potential implications of such a model might be for the profession of psychology.
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The Consensus Conference and Combined-Integrated model of Doctoral Training in professional psychology--overview of part 1: nature and scope of the Combined-Integrated model.
Journal of clinical psychology, 2004Co-Authors: Craig N. ShealyAbstract:This special series of articles on the Consensus Conference and Combined-Integrated (C-I) model of Doctoral Training in professional psychology consists of 13 articles in two successive volumes of the Journal of Clinical Psychology. Six articles are presented in Part 1 (Vol. 60, Issue 9), which collectively describe the “nature and scope” of the C-I model (e.g., historic and definitional issues; the potential advantages of this model; implications for the profession). In Part 2 of this special series (Vol. 60, Issue 10), articles 7 through 12 address the broader implications and potential applications of the C-I model within a range of professional and societal contexts (e.g., for interprofessional collaboration; the health care field; development of a global curriculum; the unified psychology movement; issues of assessment and professional identity; and higher education); article 13 provides a summary of the series as well as a discussion of future directions. As an overview, this paper provides the abstract for each of the articles in Part 1, and describes the various topics of the articles in Part 2. Taken together, the articles in this special series are designed to provide a coherent account of how and why the C-I model is timely and relevant, and therefore warrants serious consideration by the larger education and Training community in professional psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol.
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The Consensus Conference and Combined‐Integrated model of Doctoral Training in professional psychology—Overview of Part 2: Broader implications and potential applications of the Combined‐Integrated model
Journal of Clinical Psychology, 2004Co-Authors: Craig N. ShealyAbstract:This special series of articles on the Consensus Conference and Combined-Integrated (C-I) model of Doctoral Training in professional psychology consists of 13 articles in two successive issues of the Journal of Clinical Psychology. Six articles were presented in Part 1 (Vol. 60, Issue 9), which collectively described the “nature and scope” of the C-I model (e.g., historic and definitional issues; the potential advantages of this model; implications for the profession). In Part 2 of this special series (Vol. 60, Issue 10), articles 7 through 12 address the broader implications and potential applications of the C-I model within a range of professional and societal contexts (e.g., for interprofessional collaboration; the health care field; development of a global curriculum; the unified psychology movement; issues of assessment and professional identity; and higher education); article 13 provides a summary of the series as well as a discussion of future directions. As an overview, this paper reviews the articles in Part 1 and describes the various topics of the articles in Part 2. Taken together, the articles in this special series are designed to provide a coherent account of how and why the C-I model is timely and relevant, and therefore warrants serious consideration by the larger education and Training community in professional psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol.
