Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies related to doctoral education

摘要: Taken-for-granted pedagogical practices and institutional policies are often built without evidence of effectiveness, or can result from external calls for accountability that accepted given the lack to challenge them. We argue need evidence-based perspectives support rethinking such related doctoral education potentially drivers placing increasing demands on academics. have been particularly attentive using our research findings this purpose, in article we describe two examples how drawn challenges taken-for-granted. hope describing approach may stimulate other researchers emphasize specific implications their as regards influencing change towards more research-informed policies.