Abstract
The aim is to describe the development of a novel interdisciplinary graduate school, using the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH) as a case example. We explore doctoral students’ perceptions of being part of SWEAH and provide implications for practice. Written self-reports reflecting 78 students’ experiences and perceptions were analyzed using thematic analysis. The findings reveal that affiliation with SWEAH is highly valued. The students emphasized the tailored courses and learning activities and reported that it was instrumental in deepening their knowledge and broadening their research perspectives. The findings demonstrate how students navigate between disciplinary and interdisciplinary contexts and become enculturated with intellectual mindset and understanding of the importance of network building. The graduate school adds an interdisciplinary layer of learning, influenced by peers and researchers, and demonstrates the importance of community building within interdisciplinary environments and how it can be achieved.
| Original language | English |
|---|---|
| Journal | Teaching in Higher Education |
| Volume | 29 |
| Issue | 2 |
| Pages (from-to) | 502-517 |
| Number of pages | 16 |
| ISSN | 1356-2517 |
| DOIs | |
| Publication status | Published - Mar 2024 |
Keywords
- Doctoral edducation
- Doctoral school
- Graduate school
- SWEAH
- Gerontology
- Higher education
- Doctoral learning
- Peer mentoring
- Videregående uddannelse
- Samfund/samtid