Time, process, and progression: from beginner to researcher in (time-pressed) third cycle education

Abstract

This text seeks to reflect on how third cycle-courses can be designed providing conditions for learning processes supporting progression towards independent skills regarding scientific method, research ethics and analysis. One basis for these reflections is the contemporary challenge of providing time for in-depth learning in an increasingly time-pressured standardized doctoral program. Another basis is the course “Ethnographic research in social work” (7,5 credits) which forms an empirical example as well as course participants' written statements about the course. The authors discuss the creation of this course which includes plenty of time, where participants' dissertation projects are in focus for the course structure and content, and where the pedagogical ambition is to support a long-term in learning. The reflection raises questions about what happens with quality in third cycle-courses when demands on time efficiency are continuously increasing.